things that can be easily referred to (items types of ... · possessives a series of everyday...

DOCUMENT RESUME

ED 024 933 AL 001 619

By- Kamoga Frederick Katabazi; Stevick, Earl W.Luganda Basic Course.Foreign Service Inst. (Dept. of State), Washington, D.C.Spons Agency-Peace Corps (Dept. of State), Washington, D.C.

Pub Date 68Note- 383p.Available from- Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (GPO

S1.114/2:L96, $2.25).EDRS Price MF-S1.50 HC Not Available from EDRS.Descriptors-*African Language% Audiolingual Methods, Glossaries, *Instructional Materials, Interaction,*Language Instruction. Pattern Drills (Language), *Tone Languages

Identifiers-Bantu Language% *Lugands, UgandaThis *Luganda Basic Course" is not a course in the usual sense. Rather, it is a

collection of materials which can be useful in the interaction between teachers andlearners. It follows the method by which foreigners interact when they do not speak acommon language: personal names and names of respective countries and cities areexchanged. Geographtal directions and locations are mentioned, as well as otherthings that can be easily referred to (items of clothing food and furniture). These

types of activities occupy the first 21 lessons. Variations and vocabulary arepracticed in pattern drills. Interspersed throughout the remaining lessons (there are94 lessons in the text) are dialogs and monologs. Pattern drills, questions,pronunciation exercises, dictations, variations on the dialogs, and glossaries areemployed throughcR.t. Kinship charts and a glossary are appended. (DO)

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

LUGANDA /

V.)C")wi

BASIC COURSE

This work was compiled andpublished with the supportof the Peace Corps.

FREDERICK KATABAZI KAMOGAEARL W. STEVICK

FOREIGN SERVICE INSTITUTEWASHINGTON, D.C.

1968

DEPAR TMENT OF STATEFor sale by the Superintendent of Documents, U.S. Government Printing Office

Washington, D.C. 20101- Price $2.25 (paper cover)

LUGANDA BASIC COURSE

FOREIGN SERVICE INSTIT 4.,-7E,

BASIC COURSE SERIESEdited by

AUGUSTUS A. KOSKI

LUGANDA BASIC COURSEiarmaxarpmm

PREFACE

Luganda is a Bantu language which is spoken either as a first o as a secondlanguage by a large portion of the people of Uganda. ln addition, it is clo;ely ; -3lated tosome of its neighbors, including Lunyoro and Runyankole.

The Luganda material and its authenticity have been the responsibility of FrederickK. Kamoga of Makerere University, who also contributed the kinship char;s; the tonalanalysis is the woik of Earl W. Stevkk of the Foreign Service Institute; ,responsibilityfor all other matters has been share,d by the authors. A number of specific suggestions,and certain supplementary materials, were contributed by Geoige W. R. Kau le, who haddirected a staff of teachers in use of a preliminary version ea ColumWa University.Rebecca Kiziri and Joi t H. Kizito assisted in originating the dialogs.

This is not a course the usual, sense. Rather, it is a collect on of materialswhich can be useful in the interaction between teachers and learners. Although detailedsuggestions are given for using these materials, much still depends on the initiative andjudgment of the individuals involved in each class. A companion volume, the LugandaPretraining Program, should be used in conjunction with the first twenty:lessons.

The authors are indebted to thei predecessors in the study and descripaon ofLuganda: J. D. Chesswas; Mrs. E. 0. Ashton, E. M. K. Mulira, E. G. V. Ndawula; A. N.Tucker; D. T. Cole; ?LE .Meeussen. Many of the grammatical notes in this book consistof references to appropriate parts of Ashton et al., A Luganda Gramme!tr, and Chesstvas,The Essentials of Luganda.

This work was undertake at the suggestion of Allan M. Kulakow of the PeaceCorps, and has taken account of the special needs of that agency. Peace Corps financialsupport is gratefully acknowledgei. Tapes to accompany both volumes were Produced inthe language laboratory of the Foreign Service Institute under the direction of GaryAlley. Recording technicians were Arthur Young and Jose Ramirez Typing was by Mrs.Irma C. Ponce. Final editing was by Earl W. Stevick.

e(4:11James R. Frith, Dean

School of Language StudiesForeign Service Institute

Department of State

iii

OW 111111011111.1111 LUG DA BASIC COURSE

TABLE OF CONTENTS

A Synopsis of the Use of Pitch and Duration in Luganda viii

LESSON 1:

LESSON 2:

LESSON 3g

LESSON 4:

LESSON 5:

LESSON 6:

'What's your name?'

'What's his name?'

'Where are you from?' Present indicativeaffirmative

'I don't know.'

'Yes, no, isn't.'

Nangin

'1 i

1

LESSON 7:

LESSON 8:

LESSON 9:

LESSON 10:

LESSON 11:

LESSON 12:

LESSON 13:

LESSON 14:

LESSON 15:

LESSON 16:

LESSON 17:

LESSON 18:

LESSON 19:

LESSON 20:

LESSON 21:

LESSON 22:

LESSON 23:

LESSON 24:

LESSON 25:

LESSON 26:

'Do you understand?'

'Is that so?'

Present indicative negative

is al

'What part of Uganda is it in?'

Talking about places in Uganda1 1 I I 11 1 I 11

Morning greeting

Midday or evening greeting

Continuation of the greeting sequence ,

Equational sentences for first, secondand third person, singular

Personal pronouns, plural

Questions and answers with the verb[-beera]

Oral test

'Where do you live?'

Dialog 1: Getting acquainted. Personalpossessives

A series of everyday activities

More everyday activities .,

Dialog 2: Getting acquainted. Titles ofaddress ....,

Hours of the day

iv

2

5

7

10

12

14

15

17

19

21

26

29

34

39

40

41

4345

47

49

50

54

5760

62

66


LESSON 27:

LESSON 28:

LESSON 29:

Present indicative negative with theverbs of Lessons 22-23 68

Dialog 3: Getting acquainted. Adjectiveas nucleus of sentence 73

Times of day connected with appropriateactivities

LESSON 30: Minutes after the hour

LESSON 31: Dialog 4: Getting acquainted. Ordinalnumerals 80

LESSON 32: 'What is this0 84

LESSON 33: Perfective indicative affirmative 86

LESSON 34: Dialoa5: Getting acquainted. Perfectiveindicative negative 89

LESSON 35: 'To have', affirmative and negative 97

LESSON 36: 'There is' 100

LESSON 37 Dialog 6: Getting acquainted. Concord ofnumerals with nouns 102

LESSON 38: Text 1: Cities of Uganda: Kampala [Nga]'such as1

LESSON 39: Classroom activities

LESSON 40: Parts of the day

LESSON 41: Dialog 7: Getting acquainted. [Ne] 'and,with'

LESSON 42: Text 2: Cities of Uganda: Masindi

LESSON 43: Near past indicative affirmative

7678

105

110

113

116

120

124

How to use lessons written in the 'micro-wave' format 127

LESSON 44 Near past indicative negative 130

LESSON 45: D121228: Getting acquainted. Interroga-tive [tAl] after nouns 134

LESSON 46: Text 3: Cities of Uganda: Mbarara 138

LESSON 47: Dropping the initial vowel in the negative 141

LESSON 48: Far past indicative affirmative 144

LESSON 49: Dialog 9: Getting acquainted 148

LESSON 50: Text 4: Cities of Uganda: Soroti 152

LESSON 51: Far past indicative negativoa 155

LESSON 52: New vocabulary 158


LESSON 53:

LESSON 54:

LESSON 55:

LESSON 56:

LESSON 57:

LESSON 58:

LESSON 59:

LESSON 60:

LESSON 61:

LESSON 62:

LESSON 63:

LESSON 64:

LESSON 65:

LESSON 66:

LESSON 67:

LESSON 68:

LESSON 69:

LESSON 70:

LESSON 71:

LESSON 72:

LESSON 73:

LESSON 74:

LESSON 75:

LESSON 76:

LESSON 77:

LESSON 78:

LESSON 79:

Dialog 10: 'Is the master at home?'Presentative forms 161

Text_: Cities of Uganda: Mbale.Present relative affirmative 165

Object infixes with the present tense 168

Imperatives 171

Dialog 11: 'Is the master at home?' 174

Text 6: Cities of Uganda: Jjinja 177

Subjunctives 182

Subjunctives with object infix 184

Dialog 12: 'Is the mistress at home?'...Compound tenses 187

Text 7: Cities of Uganda: Fort Portal 191

Near future indicative affirmative 193

Near future with object infixes 197

Dialog 13: Leaving a message. Negativeimperatives .201

Text 8: Cities of Uganda: Masaka 204

Near future indicative negative 206

General future 209

Dialog 14: Greetings after ,,,. long absence. 213

Text 9: Cities of Uganda: Mityana 216

General future indicative negative 221

The suffix [-nga] witn near future 224

Dialog 15: 'Fish or meat?' 'Let's" 226

Text 10: Eating schedules in Buganda.Narrative construction with[ne] 229

Future imperative 234

Future imperative negative (Ithou shaltnever 1) 237

Dialog 16: 'What a pretty place!' Objectrelative locative 242

Text 11: The difference between [enva]and [emmere]; the passiveextension 248

Subjuntive negative construction with[-lema]

vi


LESSON 80:

LESSON 81:

LESSON 821

LESSON 83:

LESSON 84:

LESSON 85:

LESSON 86:

LESSON

LESSON

LESSON

LESSON

LESSON

LESSON

LESSON

87:

88:

89:

90:

91:

92:

93:

LESSON 94:

Subject copula ('emphatic pronoun') 255

Dialog 17: 'What is there to eat?'Quoted speech with [-ti]Two verbs joined by [nga] 259

Text 12: Eating schedules again. 263

Adjectives 266

Negative relative 268

Dialog 18: 'What shall we eat?'Ciusative stems. Objectcopula 271

Text 13: Eating schedules again. Thenot-yet tense 277

The TU class 283

'Hav- never" 286

Dialog 19: 'Let's eat.' 289

Text 14: Travel between Kampala andEntebbe 292

The verb [-were] 'amount tol 297

Duration of time 300

Dia1oq20: 'Do you eat matooke?'Compound adjectives 304

Iext_15: Travel between Entebbe andKampala 308

312

327

ARMENDIX: Kinship Charts

GLOSSARY

vii


A Synopsis of The Use of Pitch and Duration in Luganda

CONTENTS

0. Introduction (1-2) ix

1. Surface units, duration and pitch (3-4) ix

2. Underlying units (5)

2.1 Duration

2.1.1 baits: word boundary, syllabic breaks,analytical syllables, mora (6-12)

2.1.2 Locating word boundaries (13-17) xii

2.2 Pitch xii

2.2.1 Units: marks, junctures, tone rules (18-21) :lin2.2.2. Locating the units of pitch

2.2.2.1 Locating the marked moras of nouns (22-26) xiii2.2.2.2 Locating the marked moras of verbs (7-33) xiv

2.2.3 Locating the junctures (34-39) xvi

2.2.4. Tonal behavior of certain particles (4c-44) xx

2.2.5 Writing the tones (45-47) xxi

2.2.6 Terminal intonation contours (48) xxiii

3. Examples of application of the rules.. xxiv

3.1 Verb paradigm xxv

0. Introduction

.11111111,


1. A non-native speaker of Luganda will find that his Lugandais much more intelligible if he learns to handle pitch andlength as integral parts of the language. 'Pitch' refer3 toheight on a musical scale, and 'le.lgth' to duration in time.The surface units of duration are consonants and vowels, eitherof which may be single (short) or double (long). The surfaceunits of pitch are three tones: high, low and drop. Learningto produce these units is relatively simple. What is notsimple in this particular language is remembering when to usewhidh tone. The purpose of this SynoRsis is to pull togetherinto one continuous whole all of the information that we haveabout pitch and duration. References back to the Synopsis aremade at appropriate points throughout the Lessons themselves.

2. Gita way to describe the use of pitch and duration in Lugandawould be to record the patterns used with each form of each verband each noun, and with eadh sequence of two or more words, andthen classify these patterns without attempting to state howthey are related to one another. This kind of summary has infact been done elsewhere, but the results have still been toocomplex to b-.! of much immeiate help to the ordinary learner.Our approach in this Synopsis will be to concentrate on theregularities that lie beneath the enormous complexity of thesurface patterns.

1. Surface units

3. The basicconsonant hasvowel has onedodble vowe?.ls[O]drtS.] 'tocultivate' vs.

unit of length will be called a 'moral. A singleno moras; a double consonant has one. A singlemora, and a double vowel has two. Single andand oonsonants may be illustrated quite simply:

go' vs. [bkg.ttl] 'to kill'; [6kelimA) 'to[bkfiliimá] °to spy'.1

4. Only two of the tones occur in all positions in the word.These are high level r] and low level [&va.'] 'he comesfrom' vs. [bAyàa] 'they come from'. The third tone occursonly at the end of a word. It has two variants. Fall [^]occurs at the end of a phrase with declarative intonation [àlyg.:]

lIt is suggested that the reader, at first reading of thisSynopsis, ignore the underlining, accent marks, and allother symbols until their meanings have been explained.

ix

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'he eats'. Downstep ['] occurs after rertain types ofboundary: [baba:. bAkfifigfild Ppábbl] 'they harvest cotton',the pitches of which are:

[ ° -12

2. Underlying units

5. One can predict the pitches and duratic,ns of any Lugandasentence if one has four kinds of information about it: (a)

the vowels and consonants in each of the smallest meaningfulparts of each word, (b) whether each mora (length-unit) is'marked' or not; (c) the grammatical constructions withinthe sentence, and (d) whether each pause is at the end of astatement, or at the end of a yes-no question, or at the endof some other kind of question, or is somewhere other thanat the end of the sentence. As one moves from this informa-tion to the actual tones themselves, it is useful to thinkin terms of some intermediate units, called 'word boundary'(par. 11-17), five 'junctures' (par. 34-9) and three 'tonerules' (par. 45-7).

2.1 Duration

2.1.1 Units of duration

6. When a Luganda speaker pronounces a word a bit at atime, the breaks come after vowels: [bfiftbba] 'they took'is [ba fu mba], and not *[ba fum ba]. Similarly, [6k1ljá]'to come' iA rn ku jja] and not *[o kuj ja]; [bkfilamá]'to spy' is [o kc lii ma] and not *[o ku li i ma]. Whatwe have represented by open space in these examples payappropriately be called 'natural syllaboid breaks'. These'syllaboid breaks' do not coincide with what we may call'analytical syllable boundaries'. These are drawn in sucha way that a nasal is separated from a consonant thatfollows it: [b.bwal] 'it is a dog', [bm.JwW] 'dog',[bd.ftb.bd] 'they cook'. Similarly, a double consonantis split in half: [b k1 jl'] 'to come'. Either typeof consonant contributes one mora to the (analytical)syllable of which it is a part: 'they cook' is pronouncedTbafuumba].

2 In this tonetic notation, [°] stands for a voicelesslong consonant, and [] for a voiced long consonant.

LUGANDA BASIC COURSE,..7. A combination of any consonant plus [w] or [y]contributes an extra mora to the syllable of whichpart: the third syllable of [b kb ILA lá] has twoPhonetically, it is [1wAh],

usuallyit is amoras.

8. Every word ends with a vowel. If the following wordbegins with a vowel or a syllabic nasal, then the result--even across word boundary--is a long vowel. If the syllabicthat begins the second word is a vowel, then the resultinglong vowel has the quality of the second: [htértih] 'he cuts'plus Ranfrt1 e]3'tree' is [htembbmttr].

9. In this Synopsis, we adopt the convention that where along vowel is written single because it is lengthened by anadjoining consonant, then any tone mark that pertains to amora that has been so added, is written with the consonantthat is responsible. Thus, what is phonetically [eddwahliro]'hospital' we will write [eddftliro], and what is phonetically[aghénze) 'he has gone' we will write [agéfize].

10. There are two rules which limit the length of syllables.One is that no syllable may have more than two moras. Thusin [bggwAfigh] 'tribe' the analytical syllable [gwan] dhouldhave one mora from [a], one from [gw] and one from [n]; infact it has only two. A corollary of this rule is that avowel before a double cmsonant is always short.

11. The other rule is that a syllable immediately beforeword boundary (or at the end of a,phrase) is pronouncedwith only one mora: in [hsbitly8'13 'he has read', the lastsyllable of the isolated word is short. Before an enclitic,however, it receives the expected two moras: [asomyeeko]'he has read a little (??:).

12. There is apparently also a one-mora limit on word-initialsyllables that begin with vowels, although the evidence forthis is not so clear. One factor which helps to make analysisdifficult at this point is the fact that even a single initialvowel is phonetically rather long--so long, in fact, that somepeople have been led to consider them tentatively to be double.

3The raised dot in this notation stands for a mora whichis not written in the standard orthography.

xi


2.1.2 Locating_word boundaries

13. In general, word division in the official spellingsystem of Luganda reflects the phonological unit of 'word

boundary' fairly well. In a few cases, however, data onvowel length show that no word boundary exists even thuughthe orthography writes one. The following is a list of

these cases:

14. (1) After the subject copula (par. 42), which consistsof a concordial element plus [a]: what is spelled [abaana

be basomesa] 'the children are the ones who teach' is

pronounced [hbahnh/bMbas6mésh].

15. (2) After certain words and before personal possessives:what is written [enva zaffe] 'our relish' is prono/Anced[bnváázhtfé]. (The way in which the dissimilation rule

applies in this example provides tonal corroboration forthis interpretation of personal possessive phrases.)

16 (3) After the same words and before certain interrogativeparticles, which are in fact enclitics: what is spelled [ova

wa?] 'where are you (coming) from?' is pronounced [válwA];what is spelled [obukiika ki?] 'which side?' is pronounced

[bbb'kiikáh+ki?].

17. (4) After certain words and before the locative

enclitics: [ftibhhazè] 'I have greeted them', [ftibhbfifizéé-k8].

(Also, after connearves, as in par. 42).

2.2 Pitch

2.2.1 Units of pitch

1.8. Except for verb stems and a few noun stems, each word-component in Luganda has a constant underlying form as far

as tone is concerned. In these underlying forms, each mora

is either 'marked' or 'unmarked'. The details of locatingmarked sylldbles are discussed in par. 22-33.

19. In the tonal economy of Luganda, each vowel or consonant

of an utterance is related to its neiglAbors by means of a

'juncture'. There are five of these junctures. 'Immediate'

juncture, which occurs only within words, is usually symbol-

ized simply by writing letters adjacent to one another, but

the explicit symbol ( ] will be used where needed. The

junctures symbolized [-] and [+] occur usually between words

but sometimes within them. The junctures [/] and [#] are

found only between words.xii


20. The locations of the five junctures are predictableentirely in terms of the grammatical constructionsinvolved. Occasionally, a juncture difference is theonly difference between two constructions. For detailsabout the junctures, see par. 34_9.

21. After the marked moras have been located and thejunctures have been written, the surface tones may bearrived at by application of three 'tone rules': the'unmarked sequence rule' (USR), the 'marked sequencerule', and the 'dissimilation rule' (DR). See par. 45-7.

2.2.2 Locating the units of pitch

2.2.2.1 Locating the marked moras in nouns

22, The marked moras in most nouns may be located simplyby looking at the dictionary entry. Except in a veryshort listhof nouns, prefixes are unmarked. The stem[.lwaliror 'hospital' always has its first mora marked;the same is true of the stem [.buga] as in [ekibuga]'town', or [embuga] 'place where chief lives'. The stemof [entamu'] spot' is marked on its next to last mora.The stems of [ekizannyiro] 'playing field' and [abantu]'people' are never marked. (The foregoing part of thisparagraph does not take account of the systematic changesin marking which accompany personal possessives.)

23. A few nouns are marked always on the third mora, sothat the mark shifts according tp the presence or absenceof an initial vowel: [Abhgadar4 IBaganda', but [BhgAndh]'they are Baganda'. These nouns are followed in the glossaryby the symbol (3!)

24. The changes in marking of noun stems under theinfluence of personal possessives are approximatelyas follows:

(1) Nouns that under other circumstances areunmarked come to be marked beginning with the thirdmora and continuing to the end of the word. It isimportant to note here that every noun has at least

4What is written [lwa] is realized phonetically as [Iwáa];similarly what is written [ganda] is realized phoneticallyas [0ándh]. A mark on the second mora means that bothmoras have high tone; Luganda does not have rising tone*[hd] on either short or long syllables.

ONO


three moras, since the so-called monosyllabic stems allhave two moras, and the prefix is one mora. It is alsonecessary to count initial [e] plus a nasal before aconsonant as a single mora: [brivtbW] and [hvtbfr] bothhave four moras. Examples of marking changes for unmarkednouns with personal possessives are: [ekitabo] 'book'becomes [ekitabo,..]; [kitabo] 'book, it is a book' becomes[kitabo...]; [dkizannyiro] 'playing field' becomes[ekizannyiro,.]; with a monosyllabic stem, [enve]relish' becomes [enva'.1.

25. Nouns that normally have a mark on one or moresyllables must be subdivided into those whose lastsyllable is normally marked, and those whose lastsyllable is not.

(2) Marked nouns that normally have a mark on thelast syllable come to have a mark on the very first ofthe normally marked moras, and on the very last mora ofthe word, and not elsewhere: [ekkomere] 'prison becomes[ekkomere]: [bnsil+kin 'what country? but [bnsiLy.221

'your country'.

26. (3) A marked noun that does not normally have a markon its last syllable is unaffected by personal possessives:[abaana] 'children', [ekikompe] 'cup', [obugagga] 'wealth',[amapeesa] 'buttons' and [akatimba] 'net' are illustrationsof this.

2.2.2.2 Locating the marked moras in verbs

27. Locating the marked moras in nouns is then fairlysimple. Locating the marked moras in vetbs is lesssimple, but no less systematic. The prefixial elementsare easy to state. Those that are normally matked are:diphonic subject prefixes; all object prefixes in theinfinitive and in near and far past tenses; the tenseprefixes [a] (near past), [naa] (near future), [li](general future), [kya] 'still', [ta] (negative relative).The tense prefix [a] of the far past and the negative [te]require a mark on the syllable that follows them. Theprefixial elements that are normally unmarked are: mono-phonic subject prefixes; object prefixes in most tenses;the tense prefixes [nna] 'not yet', [aaka] 'just'. Theprefix [andi] 'might' has not been studied sufficientlyto establish its underlying tonal characteristics. Thesuffixial element [nga], for regular or habitual action,is unmarked.

xiv


28. The location of mafked moras in stems is much morecomplicated. First of all, it is necessary to know thatall verbs fall into one of two classes, the 'marked'clap...As and the 'unmarked' class. In the glossaries ofthis course, members of the mafked class have the firstmora of the stem in the infinitive underlined.

There are six possible stem tone 'patterns':

(1) Pattern FF5. The first two moras of the stemof a verb O71-1171e-Tiked' class are marked; all othersare unmarked. Examples from the marked class are [4sitblá]'he departs' and [hlyV] 'he eats'. From the unmarked classare [agefida] 'he goesT-and [MTV] 'he comes from'.

29. (2) Pattern FM. The first mora (not sylldble) ofthe stem is in its basic statemarked for verbs of themarked class and unmarked for verbs of the unmarked class.All remaining moras of the stem are marked. Examples fromthe marked class are Datftsb*] 'he has arrived', [hliade]'he has eaten'. From the unmarked class are [hgenze71--lhe has gone' and [hvuda] 'he has left from'.

30). (3) Pattern MM. This is like FM, except that verbsof the unmarked class are treated as though they belongedto the marked class. In the marked class are [baatiltka]'they arrived' and [addlyh'] 'they ate'. In the unmarkedclass are [bk4gbhdh] 'they went' and [MAW] 'they leftfrom'.

31 (4) Pattern FX. The first mora has its basic state.For stems of the marked class, the very last mora is alsomarked. For vefbs of the unmarked class, all of the morasexcept the first are matked. In this respect, for unmarkedverbs, FX is exactly like FM. Examples from the markedclass are: [hbályhi] 'those who eat', [hbalabh] 'thosewho see', [hbaleeta] 'those who bring', [hbawdlirizábfiliriza]'those Who keep liaening'. /n the unmarked claps are[hbásV] 'those who grind', [hbas6mS] 'those who read'.

A further peculiarity of FX is that a stem of theunmarked class, in the affirmative relative, if it hasan object prefix, and if the subjz

'he who cooks it .

t prefix is monophonic,has the tone pattern MM: [hglfNB [ya], in near past, consists of monophonic [y] plusthe tense prefix. The combination counts as diphonicfor the pwcposes of FX.

5In these two-letter symbols, F stands for 'fundamental',M for 'marked' and X for 'complex'.

XV


32. (5) Pattern MX. This pattern is like FX exceptthat verbs of the unmarked class are treated as thoughthey belonged to the marke0 class: [thkelaylz8'] 'theyhaven't gone' is of the unmarked class. Compare[thbatsW] 'they haven't arrived'.

(6) Pattern In this pattern, the final syllableis marked. All other components of the word, includingroots of the marked class, and diphonic subject prefixes,are unmarked: [hgtle] 'let him buy'; [batahdike] 'letthem begin'.

33. Marking of verbal enclitics. The locative encliticsfko, mo, yo] are all marked. As the term 'enclitic'implies, they are not preceded by word boundary, so thatthe moras written [.] in our notation are realized asvowels. They are however preceded by junctures: [+]after negative verbs and after infinitives and imperatives,and [-] in all other instances: [bktk6mh+w8I 'to come back',[bákómá-w8] 'they come back', [tbbákbmh+weil'they don't come

kae the minimal contrast between [+] and [-] in:[ftpád-y15] 'I give' and [bpdh+yes] 'give me'. The stem ismonosyllabic [Lae], with the extra mora being realized inthe absence ot word boundary.

2.2.3 Locating the iunctures

34. The five kinds of juncture are distributed accordingto the follawing (incomplete) lists of environments:

(1) Immediate juncture [...] is found between consecu-tive phonemes of a single orthographic word, unless [+] or[-] is specified by one of the rules given below. Asnoted above (par. 15), immediate juncture also occursbetween a noun and a personal possessive.

35. (2) Hyphen juncture [-] is found either withinwords or between them. Within words it is found insome stems, many or perhaps all of which are borrowedfrom other languages: [A-mér6W 'America', [bnni-máhwh]'lemon' (Port. limAo), [Trus1-r.,4W

Some Bantu words that could be interpreted as havinginternalHare [ribg6-W] 'driver' and [milsi.ka'] 'heir'.These can also be interpreted as respectively Tivtg6ba']

and [mbsikr].

xvi


Hyphen juncture is found after the tense prefix [li](general future) when the vefb stem is of the unmarked class.Hyphen juncture is also foLnd between finite affirmativevefbs and the locative enclitics: ricyb kis6brà + hbalitfi +ky6 batáfidikirmta- ] 'that is the period in which peoplebegin'.

Hyphen juncture is found between words except wheresome other juncture is specified.

36. Plus juncture, like hyphen juncture, is found eitherwith or without simultaneous word boundary. In absence ofword boundary it is found between negative verbs and locativeenclitics, and between infinitives or imperatives and locativeenclitics: [tbbákbmh+wei] 'they don't come back', [bkWv5imà+w8]'to come back', [ER:g+y8] 'give me!'

Plus juncture is also found after the proclitic [nga]'like, as': what is written [ng'olidde] 'how you've eaten!'is pronounced [ngp+bliddb]. The same particle may be usedwith nouns: [nga+stkáb.11.1 'like sugar'.

37. The principal circumstances under which plus junctureis found together with word boundary are:

(1) When the second word in a construction has aninitial vowel:

a) Between a vefb and a noun object:

[bafUlbfi + 6mmglrè] 'they are cooking emmere'.

b) Between vefb and infinitive:

[blyàgála. + 6kfi1yAl'they want to eat'

c) Between noun and adjective:

+ amák.G.M] 'large hospitals'

(2) After negative vefbs:

[tbbAlin. + mir Iinü + mifigi] '

[tbbálinA + mitt' + '

they don't have manyjobs';

they don't have manytrees'.

(3) Between a noun and a relative verb: [abáfit-d +dbasingfi + bbfilligl] 'most people' ('people who excel innumber'T; [nlbfigh + bbisingfi + bbfifigl] 'most towns';[tebifa + ktz bhtü + basinga + 1ungi7 'they don't concernmost of the people'.

xvii

f


(4) In the object relative construction:

[èmmerè + gyb bAlyy] 'the food that theyeat'.

(bbijdfijáálo + bye bdAgfizal] 'the beans that theybought'.

(5) When a locative phrase with [ku] or [mu] followsa noun: [ablfitfi + mu kibdgh] 'people in the town'

[bbibfigh + rob nsii] 'towns in the country'

(6) In appositive constructions:

Dub ldrh16 + Másifidl] 'in the village of Masindi';

[mt klbfigh + Kaillpála] 'in the city of Kampala'.

(7) Between a noun and the associative [na], if thenoun itself is unmarked:

[bbijalljáál6 + n'e-binyobbwA] 'the beans and thepeanuts'

but [bblnyobbwh / n'e-bljáfijá116] 'the peanuts apdthe beans'.

(8) Between a noun and a demonstrative of the [li]

series: [bblbfigh + birt] 'those towns'

[hbafitu + bait] 'those people'

38. Bar and double cross junctures are found only at wordboundaries. The principal circumstances under which barjuncture is found are:

(1) Between the main verb (or copula, or self-standingnoun) of a sentence and anything that directly precedes it.

What precedes the verb or verb-substitutemay be the subject of the sentence:

[hbahtb / bAlyAL + bmmerb] 'the people eatemmere'.

(b) It may be some other word:

[blbvhhnytmh / bályh bmmerb]

'afterward, they eat emmere'.


(c) It may be a more complex expression:

[ngh ayAghlh / bb1jblijhhlb / hb1gfilh]

'when h wants beans, he buys them'

/ mb b3rhlt, / bákblh + emirimfij

'the people in the villages work'

Note that interword [+] after [ayagala] and [abantu] inthese expressions (as predicted by par. 37 (la) and 37(5), above) is replaced by [/]. This is not true for[#]: as in

[hbafitd + mfi blia6 # May?) / bákblh + bmirimt.]

'the people in those villages work'

(2) Between a noun and the associative [na] if thenoun itself is marked. For an example, see par. 37-(7)above.

(3) Between a noun and a cardinal numeral or theadjective [.ngi] 'many', if the adjective ladks an initialvowel, and if any preceding verb is affirmative:

[balina + bmirlmt / mingi]

'they have many jobs'

[t6bálina + m1rInni + mifigi]

'they do not have many jobs'

[bnkfiba / hnyifigi] 'much rain'

[hbhhtb / bhsátt] 'three people'

(4) After [bull] 'each':

[bt11 / ltnakt] 'eadh, every day'

39. The principal circumstances under which double crossjuncture is found are:

(1) At the end of a phrase with declarative [.]intonation:

[bályh + brivA'#] 'they eat relish'

[knAagfilá + entamO'n 'he will buy a pot'

[bfigéfidfi WAfiagbyt #] 'they are going toWandegeya'.

When it occurs together with terminal intonation, it willnot ordinarily be written.

xix


(2) Between a noun and a demonstrative of the [.no]series or the [.o] series:

[hbáfitfi # bknó] 'these people'

[abáfitfi # hbb] 'the aforesaid people'

(3) Between a noun and [.onna'] 'all':

[hbáfittt # böhnr] 'all people'

(4) Between a noun and [.kke] 'alone':

[bmünt.G. # ybkkV] 'the person alone'

(5) Before [nga] 'when, if, as':

[baanyhmyá # ngh bályW] 'they talked as theyate'

or [bdbaddé # 141vW] 'they were eating'

(6) Before [nti] 'that':

[b.gáltbd # htl...] 'he says that...'

2.2.4 Tonal behavior of certain articles

O. In the light of the foregoing discussion, it ispossible to characterize the tonal behavior of some ofthe most important particles.

The connective [ ( )a*-].6 This particle is written

[( )a] followed by word space in the standard orthography.When the noun that follows it has no initial vowel, theconnective is unmarked, and is followed by [-] but not byword boundary: what is written [ntamu ya mulenzi] 'it isthe boy's pot' is pronounced [hthmil° yaà-mtlénzil.

When the noun that follows the connective has aninitialvowel, then the vowel of the connective ir assimilatedto the quality of the initial vowel of the noun. The secondmora of the resulting syllable is marked. The [-] standsimmediately before the stem: what is written [ekkengeley'omulenzi] 'the boy's bell' is pronounced [bkkbrigélé y66-

mbléfizi]. Compare [britamd* 06-mdkazi] 'the womanrspot'7

41. The associative has two forms. If the noun that followsis has no initial vowel, then the associative is [na-]:[nh-mbléfizi] 'and the boy'; [n-NowV] 'and the dog'.

6Here, ( ) stands for a required concordial prefix.

XX

LUGANDA BPSIC COURSE

When the noun that follows the associative has aninitial vowel, then the vowel of the associative isassimilated to the quality of the initial vowel of thenoun. The second mora of the resulting syllable is marked,exactly as for the connective. The [-I again stands im-mediately before the stem: what is written [emmeeza n'entebel'the table and the chairs' is pronounced remm6ézá / néfi-tebb].

42. The subject copula [( )e%.], since it takes the place ofthe main verb, is preceded by [/1 (see par. 38(1) ). Thesubject prefix of a relative verb that follows it is markedif it is diphonic, but unmarked if it is monophonic: whatis written [y'atusomesal 'is the one who teaches us' ispronounced [yhatbsemesal, and the monophonic subject prefix[a] is unmarked; 371-TEeebasomfal 'are the ones who study',the diphonic subject prefix [b-g] is marked.

43. The object copula [( )el, since it takes the place ofthe main verb, is also preceded by [/]. It is followed byword boundary. The subject prefix of the relative verbthat follows it is always unmarked, regardless of whetherit is monophonic or diphonic: what is writtan [y'asomesal'is the one whom he teaches' is pronounced [yaasomésà];compare, with diphonic subject prefix [bal, [gyb bafdAbal'is what they a:a cooking'.

44. The object relative, unlike the copulas, does not takethe place of the main sAxb of the aentence. Accordingly,it is preceded not by [/], but by [-FL It is followed byword boundary, and the subject prefix of the relative verbthat follows it is marked, whether it is monophonic ordiphonict [bnsiAbi + zé fljágálà] 'the money that I want;[èmmerè + gyt bdfdifibà] 'the food that they are cooking';[amátóóké + gé baffulibbl 'the bananas that they are cooking'.

2.2.5 Writing the tones

45. Once the marked moras, the word boundaries and thejunctures are known, tones may be written by followingthree 'tone rules'. These rules are:

(1) The 'unmarked sequence rule' (USR).

In order for USR to operate, there must be a seriesof two or more unmarked moras in different syllables,uninterrupted by word boundary or by [- / #], and thesesyllables must be at the end of a word, and the juncture thatfollows must be [- + #]. Or the first of the two or more

xxi


syllables may be a marked syllable that has already beenlowered by the dissimilation rule (par. 46). After theoperation of the rule, the first of these moras has lowtone, and the rest have high tone: [Modfit6], [6kitabo],[kltáb6], [hmh1Ohliró].

The unmarked sequence rule, once set into operationas described in the preceding paragraph, extends across[- +] and up to [#], as long as the sequence of unmarkedmoras remains unbroken: [hyágáld + 6kfilimd + ámát6610]'he wants to cultivate bananas'; [ayágáld + 6kfilima +m1w6gb] 'he wants to cultivate cassava'; [ayágálá + ókülyV+ mtw6gb] 'he wEa:t to eat cassava'; [hmdtbóké # kg6 #gbhnâ'] 'all those bananas'.

46. (2) The 'dissimilation rule' (DR).

In order for DR to operate, there must be two or moremarked moras with no intervening unmarked mora. DR hastwo slightly different forms.

(a) The first form of DR operates between words (i.e.in the presence of word boundary). If two markedmoras are separated by [+ / #] and word boundary,then the second is noticeably lower in pitch thanthe first. The second still has high, and not lowtone, however: [t6bV # tfigèhdd...] ];

fbaliná MAO*/ mWhgl] ] 'they havemany yams'; Ttbbalina + bhltgfi' + mAfigi] -]

'they don't have many yams'.

(b) If two or more consecutive moras occur within aword, then the first has high tone and all the resthave low tone, except that before [#-] the last ofthree or more consecutive marked moras is high:[rAlafidbgbyá #] (a place); [bfithhdlsé'#) 'they havebegun'; [bAthhd1W+ bkbkeda] 'they have begun towork'; [ebbáhg&ff] 'period of time'; [bbáhgh +4gwAfivb] 'a long time'.

The surface vagaries of the personal possessives(par. 24-26) are seen to be completely regular in thelight of DR if no word boundary is written between nounand possessive.

47. (3) The 'marked sequence rule' (MR).

The mafked sequence rule operates when two mafked morasare separated from one another either by one or more unmarkedmoras, or by [-I. The result of the rule is that both of themarked moras, plus all of the intervening moras, have hightone. MSR operates after DR. Examples are [ömuserikalè]'policeman'; [A-mérbka] 'America'; [hmhk6mér iS'l prsons';

xxii


[abamfiL] 'one' (Class 2 concord); [balimye"] 'they havecultivated' (cf. [hllmye'] 'he...'); [tfigehdá mu 11zgfifid6]'we are going into the street'.

2.2.6 Terminal intonation contours

48. At the end of each pause group, the tones are subjectto certain modifications, whidh we shall call 'intonationcontours'. There are at least four different intonationcontours, symbolized by [, . ? Y].

(1) 'Period', or 'full stop' intonation [.] is foundat the end of statements, and also at the end of citedforms. It is with this intonation that the falling variant[I] of the drop tone is found with final matked syllablesthat are preceded by unmarked moras (par.4).

(2) 'Comma' intonation [2] is found at the end of(at least some) pause groups that are not at the end of asentence. It is characterized by an upglide of the pitchof the last syllable or two.

(3) 'Yes-no question' intonation [?] is found at theend of yes-no questions. If the last word has a high tone,then this intonatlon is realized as rise in pitch followedby fall in pitch, beginning with the last marked syllable.If the last mafked mora happens to be in the final syllable,then this rise-fallis very rapid, but it is all there. Ifthe final word has no marked moras, then the final syllableis extremely low in pitch.

(4) 'Other-question' intonation [y] is found at theend of questions that cannot be answered by yes or no. Inthese questions, a final mafked syllable which with [.]intonation would have [...] is pronounced with high levelpitch, phonetically identical with [']: [bk6la-ki]1 what are you doing?'

Little attention has been paid in this Synopsis to4,ntonational matters. Perhaps the most important thingto remember from the above remarks on the subject is thecontrast between the pitdhes [\] beforn [.], ['] before[2], pm before [?] and [-] before DI as realizations offinal marked syllables.

1

LUGANDA BASIC COURSEArmoml,

3.0 Examples of the application of the rules

lommompow

In the following pages, a skeleton paradigm is given for

the seven principal tenses. This will facilitate comparison

with the woek of other writers, at the same time extending the

coverage by including monosyllabic stems, stems with CVVCV, and

object prefixes.

The paradigms are organized according to the following

pattern:

aff. indic. Cl. 1 neg. indic. Cl. 1

aff. indic, Cl. 2 neg. indic. Cl. 2

aff. rel. Cl. 1 neg. rel. Cl. 1

aff. rel. Cl. 2 neg. rel. Cl. 2

Each form without object prefix is followed by one with

the object prefix [gu],the two words being separated by a

comma. Starred forms are predictions that need to be chedked.

Tones shown are those before [+], except that a final

marked syllable preceded by an unmarked syllable is written

with [-]. This means that our data will show final ["]

where other writers showed ["] because they used citation

forms before [it]. See par. 46 (b).


3.1 Verb paradigm

Far Past Tense [a_]: MM/FM

(i.e. MM for all without object prefix,FM for all with object prefix)

CV yasa,

yagusa:I % 0

baasa' 2 baRgusa'

eyasa'2 eyagusa__

,

abaase abaagusa'

yalya 2 yagulva

baalye baaqulva

eyalya',

abaalya'

,

2 eyagulya.

2 abaagulya'

% % % dteyase 2 teyagusa'

,

tebaasa'

ataase

2 tebaaqusa°

2 ataaanse

abataasa'

teyalya'

2

00abataRgusa'

2 teyagulye

tebaalve, 2 tebaagulva

ataalya' 2 ataagulya'%

abataalya' 2 abataagulya'

,,

CVCV yagula 2 yagugula,I I .4. III I

baagula 2 baagugula

%

eyagula 2 eyagugula% % I A.

ab:4aqula 2 abaaqugula

% .16 .teyagula 2 teyagugula

tebaagula 2 tebaagugula

ataagula 2 ataagugulaA %

1111111

abataagula 2 abataaaugula

The stems used in these examples are [.sa.] 'grind',

[.1ye] 'eat'2 [.gula] 'buy'2 [.laba] 'see'2 [.kweka] 'hide',

[.leeta] 'bring'.

XXV


%

yalaba 2 yagulaba

baalaba 2 baagulaba

eyalaba 2 eyagulaba

ahaalaba 2 abaagulaba

% 0 % .66 0 0 0 %

CVVCV yakweka 2 yagukweka

baakweka 2 baasukweka

eyakweka 2 eyagukweka0 0 % % % I I I %

abaakweka 2 abaaqukweka

0 % % % %

yaleeta 2 yaguleeta0 0 66 % 0 0 % % % %

baaleeta2 baaquleeta

4. % % % % % % %

eyaleeta 2 eyaguleeta% 0 0 % 64 0 0 % 66 41.

abaaleeta 2 abaaquleeta

% % %

teyalaba 2 teyagulaba4. 0 I % 0 0 % % %

tebaalaba 2 tebaaqulaba

ataalaba 2

I % %

abataalaba

ataagulaba4. 0 0 0 % % %

2 abataagulaba

4. % 0 % 4. 4. 0 I I %

teyakweka 2 teyagukweka4. 0 0 % % % %

tebaakweka 2 tebaaokweka

% % %

ataakweka 2 ataagukweka

abataakweka abataaqUkweka

0 % % % % I 4.4. 64

teyaleeta 2 teyaguleeta

tebaaleeta 2 tebaaquleeta

66 0 I 4,,% 4. % 0 0 % % 4.

ataaleeta 2 ataaquleetaI % % 4. I % % % %

abataaleeta2 abataaquleeta

Near Past Tense [a yee]: FXIMM

(i.e. FX for all affirmative, MM for all negative)

yasedde 2 yaqusedde0 0 I 0 66 0 0 I 0 0 %

baasedde 2 baaqusedde

I % 66 0 0 I %

eyasedde 2 eyagusedde% I %

abaasedde abaaqusedde

xxvi

teyasedde 2 teyaqusedde% I I 4.4. % 4. 0 0 % % % 4.

tebaasedde 2 tebaagusedde

% % 0 % % % %

ataasedde 2 ataactuseddeI % % I % % % %

abataasedde 2 abataaqusedde


0 0 A 0 0 0 0 Ayalidde yagulidde

.0.0 -A, A Iobaalidde 2 baaqulidde

A ,0000Aeyalidde 2 eyagulidde

abaalidde 2 abaagulidde

0 % o. % 0

teyalidde 2 teyagulidde% 4. 4.

tdbaalidde 2 tebaagulidde

% 4. 4. % 00 4.

ataalidde 2 ataaqulidde0 0 0 4.4. % 0 W 0 41. %

abataalidde 2 abataaqulidde

CVCV yaguze'0 0 0 A

2 yaquguze'

baaguze' baaquguze'

eyaguze'

abaaguze'

2 eyaquguze'A

2 abaaguguze'

o I A

yalabyd: 2 yagulabye:

baalabye' 2 b!aagulabye'

eyalabye 2 eyagulabye'% % -

abaalabye' 2 abaRaulabye'

. ,

teyaquze' 2 teyaququze'

tebaaquze' 2 tebaaguquze'

ataaquze', 2 ataaguguze°% 0 0 0 % % % 0 0 0 4. %

abataaguze

teyalabve'

tebaalabye

2 abataaguguze

2 teyagulabve'%

2 tebaagulabye

ataalabye' ataagulabye'% % %

abataalabve', abataaquiabve'

0 0 0 0 0 0 0 4.

OVVCV yakwese' 2 yagukwese'0 0 0 0 % 0 0 0 %

baakwese' 2 baagukwese'

,

eyakwese,

abaakwese'

0 0 0 0

2 eyaqukwese'

2

%

abdagukwese'

xxvii

4. 0 4.4. 4. % 0 % 4.4. %

teyakwese' 2 teyaqukwese'4.

tebadkwese' 2 tebdagukwese°

ataakwese'0 .1.

abataakwese

00 % %

ataaqukwese'4.

abataagukwese'2


0 00 A 0 0 00 0..

yaleese: yaguleese'00 00 A 00 0 00 A

baaleese: 2 baaquleese'

00 Aeyaleese:

00 00 Aabaaleese'

00 A2 eyaquleesel.

II I II A2 abaaquleese'

teyaleese'00 .s.

0 ob.%

2 teyaquleese'00 % %

tebaaleese' 2 tebaaquleese'

ataaleese' 2ataasult.ese'

II` ob.% 0 00 % %abataaleese' 2 abataa uleese'

FXPerfective Tense: Fm

FXMX

in affirmative indicative,marked is FM)

CV asedde 2 agusedde

basedde 2 bagusedde

00 % 0%

asedde 2 agusedde

abasedde abagusedde

alidde 2 agulidde0 0 0 0.1.

balidde , bagulidde

.0"alidde , agulidde

00 A .P.0

abalidde 2 abagulidde

unmarked class is FX,

O 00 A 0 0 00 Atasedde 2 tagusedde

00 A 00 A.

tebasedde 2 tebagusedde

atasedde 2 atagusedde

abatasedde , abatagusedde

O 00 A 0 0 00 Atalidde 2

.0 .

tebal idat

atalidde ,

abatalidde

tagulidde0 0 00 ft

tebagulidde

a tagul idde

2 abatagulidde


%

CVCV aguzeA.

baguze'

aguguze'

2 baguguze'

aguze" 2

abaguze'

aguguze'

2 abaguguzo°

alabye' , agulabiel

balabve' , bagulabve',

,

alabye ' agulabye°

abalabye' , abagulabve°

A.

taquze' 2

A.

teb2211e.

taguguze'/ A.

2 tebaguguze'

atagmze' 2 ataguguze'

abataquze° 2 abataguguze'

A. .0 .0 A.

talabye: , tagulabye:4. Alt 4. 00

tebalabye: 2 tebagulabye:

atalabye: , atagulabye:4. 4. I'

abatalabyeL , abatagulabye:

CVVCV akwese'2 agukwese'

bakwese2 baglikwese'

% .0 .46 .46 %

akwese'2 aglikwese

.6. 0 O % 0 0 00 ,abakwese' abagukwese'

,

aleese'%

baleese'

aguleesee,

baguleese2

.0 A. et.

aleese' 9 aguleese'

abaleese' 2 abaguleese'

takwese' , tagukwese',

tebakwese*

,

atakTiese'

% .0 A.

, tebagukwese'

I, A.

atagukwese'

abatakwese' 2 abatagukwese'

taleese'A.

taguleese:2

,

tebaleese°

A.

,

, tebaguleese'

Alt

ataleese' , ataguleese',A

abataleese' abataguleese'


Present Tense: FF

FXFM

, ,

CV asa', ,

basa'

,

agusa

2 bagusa'

,

as2

a.

agusa_0 r

abase , abaguse

alya' 2 agulya',

balve, bagulya'

(i.e. FF for affirmative indicative,FX for affirmative relative,FM for all negative)

alya 2 agulya', ,

abalya 2 abagulye

tasa: tagusa'A

tebasa' 2 tebagusa'

A A

atase 2 atagusa'

abatasa' 2 abatagusa'

talva' , tagulya'0

tebalve, 2 tebagulya'

0

atalva' , atagulya'4*. 0 4*. 4., I Iabatalve, 2 abatagulye

ICVCV agula 2 agugula

bagula 2 bagugula

agula,

abagula

agugua

abagugula

alaba , agulaba

balaba 2 bagulaba

,

alaba ,

, 4.

abalaba

agulaba

, abagulaba

A Atagula , tagugula

tebagula , tebagugula

A 0*

atagula atagugula44. I A

abatagula 2 abatagugula

O ,

talaba 2

tebalaba,

,

tagulaba,,

tebagulaba

ataldba 2 atagulaba

abatalaba 2 abatagulaba

XXX


CVVCV akweka2 agukweka.5 I % 00 I

bakweka bagukweka

.5 I/ .5 I%akweka

I-abakweka

agukweka.5 0 AO .5

abagukweka

aleeta 2 aguleetaO 5% 0 0.5 I

baleeta baguleeta

aleeta aguleeta

abaleeta abaguleeta

I I I 45

takweka.5 I I I .5

tebakweka

.5 II .5

0.0tagukweka

.5 .5

, tebagukweka

O 00atakweka atagukweka

abatakweka abatagukweka

taleeta.5% .5%

tebaleeta

ataleeta0

taguleeta

abataleeta

.5

tebaguleeta

ataguleeta.5

abataguleeta

basesema + omugaati

batandika + omulimu

balaba + omugaati

.5 II Iabatasesema + mugaati

'they vomit bread'

'they begin work'

'they see bread'

'those who don't vomit bread'


[naa a] FF1Near Future Tense (i.e. FM for all except

[taa e] FM affirmative indicative)

(In form, these negatives are negative subjunctive)

CV' anaasa'

banaasa'

2 anaagusa

2banaagusa'

taase' 2 taaguse_O 0A IIIA

tebaase' tebaaguse:

O .8000 A .6.00A 000Aanaasa_ anaagusa_ ataase' 9 ataaguse'

WINNOW

abanaasa' abanaagusa' abataaseL 2 abataaguse'

anaalya' 2 anAagulya

banaalya' 2 banaagulya'

II .46 IIIanaalya' anaagulya'III A .80000

abanaalya' 2 abanaagulye

taalye' 2 taagulye'III

tebaalye' tebaagulye'

ataalye:

abataalye'

ataagulye'

abataagulye'2

I I I I 0 I ICVCV anaagula anaagugula

088 088 A IIbanaagula 2 banaagugula

anaagula 2

abanaagula

IIIIAanaagugula

0 0 0 0 I A

abanaagugula2

III% 00008anaalaba 2 anaaaulabaIIII8 I 00008

banaalaba 2 banaagulaba

OA 08 IAA 08anaalaba 2 anaagulabaI III% 8 III I I%

abanaalaba 2 abanaaguldba

II/A IIIIAtaagul:t 2

tebaagule

0.

taaguguleAIIIA

tebaagugule

0 I # 0 04

ataagule ataagugule0 0

abataagule 2 abataagugule

taalabe taagulabe0008 IIII8

tebaalabe 2 tebaagulabe

ataalabe 2

08abataalabe

e"

ataagulabeI I I I I 8

abataagulabe2

1


.1%

CVVCV anaakweka0 0

2

A

anaagukwekaI

0

taakweke 2

Qt.

banaakweka 2 banaagukweka tebaakweke

.... .....1% 0 Qt. 0

anaakweka 2 anaagukweka ataakweke 2

.0 0.0, .0.0 .0.0 Qt.

abanaakweka , abanaagukweka abataakweke

anaaleeta 2 anauguleeta

banaaleeta 2 banaaguleeta

anaaleeta 2

.1%

abanaaleetaNIMMININAIM

.1% 00 I%

anaaguleetaeb

2 abanaaguleeta

taaleete ,

tebaaleete

taagukweke.1% 0

2 teksagUkweke

ataagukwekeQt.

2 abataagukweke

0

taaguleete, tebRaguleete

I I eatRaleete ;

abataaleeteIIMSMEN111

a 1:2aguleeteI

2 abataaguleete

General Future Tense [li]

,

CV: ali-sa',

bali-sa'

2 ali-gusa'

2 bali-gusa'

o.

60.

abalisa

2 aligusa:I "

abaliguse

alirva' 2 aligulya'

balirva' 2 baligulya'

alirve aligulya'.1% .1% e:

abalirye 2 abaligulya:

(i.e. unmarked class hasjuncture but no wordboundary in affirmativeindicative and in allnegative)

tali -sa' tali -gusa'_

*6 0

tebali-sa' 2 teball-gusa'

I Qt. ok. I %

atali-sa' 2 atali-gusa'

abatali-se 2 abatali-gusa'

Italirve 2 taligulya'

tebalirva' tebaligulya'

atalirva' 2 ataligulye.1% .1%

abatalirve 2 abataligulya'

312-413 0 - 68 - 3


% I % so, I % I

CVCV: ali-gula 2 ali-gugula% % % Ilk I I

bali-gula 2 bali-gugula

aligula ,

% I 6 6 Aabaligula

aligugulAIIIIA2 abaligugula

% 6 % % % I I I

aliraba , aligulabaO % % III-%

baliraba baligulaba

% % S. 0000aliraba 2

% S. S.

abaliraba

aligulabaS. I %

2 abaligulaba

tali-gula 2 tali-gugula

tebali-gula 2 tdbali-gugula

atali-gula 2 atali-gugula% % % S. S. 00

abatali-gula 2 abatali-gugula

Italiraba 2 taligulaba

S. % % %

tebaliraba 2 tebaligulaba

ataliraba 2 ataligulaba

abataliraba 2 abataligulaba

06 I %% 0 % 00 06 II I

CVVCV: a li-kweka ali-gukwekaO % %% I I % 00 I

bali-kweka 2 bali-gukweka00 %

alikweka aligukweka0%. 0 0 00 % 5. 0 I 00 S.

abalikweka 2 abaligukweka

I S. %% 0 % % I/ I

tali-kweka 2 tali-gukwekaS. I S. so.% I % 6 % % 000

tebali-kweka 2 tebali-gukweka% 0 % *65. 0 06 0 00 I

atali-kweka 2 atali-gukweka

abatal i-kweka abatali-gukweka

alireeta 2 aliguleeta talireeta 2 taliguleeta

balireetaI% I

, baliguleeta......,

tebalireeta 2 tebaliguleeta

% 00 A % 0 I 00 Aalireeta 2 aliguleeta atalireeta 2 ataliguleeta

% 000 % I I I II A S. 6 S. 0000 o %abalireeta 2 abaliguleeta abatalireeta 2 abataliguleeta

cf. longer stems:

abatalitandika (neg. rel. marked class)

abalitandika (aff. rel. marked class)

xxxiv


Subjunctive: [ e] M/FM

(i.e final marked syllable for forms without objectprefix; FM for forms with object prefix; allsubject prefixes are unmarked)

CV° ase°, aguse*

base° baguse'

alye' 2 agulye'

balye°2 bagulye'

agule 2 agugule

bagule 2 bagugule

alabe 2 agulabe

balabe 2 bagulabe

I Iakweke 2 agukweke

bakweke 2 bagukweke

" I% .4.

aleete 2 aguleete

baleete 2 baguleete

Comments by_an instructor who had used these lessons:

If I met a foreigner, I would perhaps ask him his name andwhere he comes from. If he responded in a language whichis unintelligible to me, I would let him know that I didnot understand him. He might perhaps talk to me in anotherlanguage which I might understand a little. I would lethim know that I was not good at that language either, butthat we should keep talking, using simple constructions.We might refer to our respective countries and cities andmention geogl:aphical directions and locations. We mighteven want to talk about the various types of greetings inthat language. While we're talking, I might notice hisbeautiful watch and clean clothes. Our conversation thenmight shift to time, clothes and school.

If, after a while, I found my friend to be pleasant, andif he still had time, I might ask him to teach me some ofthat language. We could start off with the tenses, relatives,imperatives, passive and active voice and work down into themeat of the language, carefully watching the tender areas ofprefixes, infixes and suffixes and noting how they affectmeaning and concord.

My friend and I have actually been following the pattern ofthis book. To get the best results out of this book, oneshould not hurry through it. Instructors tend to get boredfaster than the students during drilling time, and as aresult, they cover more ground at a time than they should.Stay longer. Drill the exercise once or twice more. Bepatient with the students and do not waste your time andtheirs, trying to answer questions and explaining things.Act, stay alive and demand attention. Do not let thestudents murder the tones or pull you off the tradk. ManyBaganda can comfortably carry on a conversation with minimallip movement. The instructor should exaggerate the tones andthe lip and tongue movements.

However, we can only advise the instructor and the studentto do so much; the real decision is theirs. There is plentyof room for flexibility in this book. If both the instructorand the student make a good decision, they are in for excitement--the excitement of being able to communicate well in a commonlanguage which is really the beginning of sharing with eachother and knowing and understanding each other.

1


LESSON 1

1. Say each of these aloud and demonstrate its meaning withoutusing English.

nze

ggwe

ani?

When the students can understand these three words. andpronounce them well,

2. Point to yourself and give your own name.

3. Point to the students and give their names if you know them.If you don't know their names, try saying 'John? Peter?Edward?' or 'Mary? Susan? Alice?' until they give their ownreal names.

4. Point to yourself and say three or four times:

Erinnya lyange / nze # . (Use your own name.)

5. Have each student say:

Erinnya lyange / nze #

Go around the class in this way three or four times. Be verystrict about pronunciation. European students are likely tomiss the double [nn], to say *[enze] instead of [nze], and tomake their voices go up or down in the wrong places.

6. Ask one of the students:

Erinnya,lyo / ggw'aniY

He will not understand the question at first. In fact, he maynot even realize that it is a question. Repeat it two or threetimes, and then make him say the question aloud to you. Whenhe does so, reply immediately with [Erinnya lyange / nze #Then ask him the question again, and have him reply to it,using his own name.

(This technique can be used again and again:Ask a student a question that he cannotunderstand. Have him repeat the questionaloud, and answer him in a way that he canunderstand. In this way, he will become ableto understand and use the question.)

2


#. Continue asking the students their names.

8. Have the students ask you your name.

9. Have the students ask each other their names.

To the student: The phrase [Ggw'anin is a contraction of

[Ggwe # anin. This accounts for its pitch

pattern: [

Summary

Erinnya,1yo / ggw'ani,


In addition to the letters which spell the Luganda wordsand sentences, you will find a number of other symbols:diacritics [ -], underlining, junctures [ + # 1,and extra vowel length [ . ]. These symbols are explainedand practiced in the Pretraining Program, and are discussedalso in the Synopsis at the beginning of this book. Forthe time being, however, don't worry about them. Concentrateon sounding as much like the instructor as you can. Payspecial attention to how his voice rises and falls. Noticealso that some consonants like [nny] last about twice aslong as others. These are written double. Some vowels alsolast longer than others. For more information on pronunciationsee Ashton, Chapter 1; Chesswas, Appendix 1.

Certain features of the glossary need explaining. Anabbreviation such as LI-MA in ( ) after a noun standsfor the concordial class of the noun. The symbols [.]in [e.ri.nnya] stand for boundaries between various partsinto which the word may be analyzed. These havenothing to do with pronunciation. The symbol [ . ] as in[ .lyo] means that the component [lyo] cannot stand byitself, but is pronounced as a part of the preceding word.

3


Glossary:

nze

ggwe you (sg.)

e.ri.nnya (LI-MA) name

arki, who?

.(1Y12. your (sg.)

.(ly)ange, my

If the class begins to get tired of what it is doing,tdke one or two minutes to teach them to recite oneof the following groups of words. Do not try to teachthe meanings of these words at this time.

A. ebuvan uba; ebugwan'uba; amambuka; amaserengeta.

B. Olwokusooka; Olwokubiri; Olwokusatu; Olwokune. ;

Olwokutaano; Olwomukaaga; Olwassabbiiti.

C. emu ; bbiri; ssatu; nnye; ttaano; mlikaaga;

musanvu; munaane; mwende; kkumi.


LESSON 2

1. Point to yourself and say [omuntu]. Point to each studentand say [omuntu]. Have the students repeat it after you.Be very strict with their pronunciation. European studentsare likely to make the [0] at the beginning of the word tooshort. They may also make their voices go down on [ntu],when they should keep them up.

2. Put one student off by himself. Stand near the rest of theclass, point to the student, and say [omuntu # ono]. Havethe students say it after you. Again, be strict with theirpronunciation.

3. For pronunciation practice, have the students repeat afteryou [ly'o-muntu # ono]. (Some of them may notice that thetone is different from the tone of [omuntu # ono].)

4. Point to one of the students and say:

Erinnya ly'o-muntu # ono / ye

Have the students repeat it until they can all say it easilyand correctly.

5. Adk the question:

Erinnya ly'c-muntu # ono / y'anif

Have the students answer it. If they don't understand itat first, have one of them repeat the question aloud toyou, and you answer it.

6. Have the students ask you the question about their fellowstudents. Answer them accurately and enthusiastically.

7. Have the students question and answer each other.

8. Spcak to one of the students. Say:

Erinnya lyange / nze # .

Erinnya,,lyo. / ggwe #

Erinnya ly'o-muntu # ono / ye

Have all the students do the same thing.

5


9. Speak to another student. Adk:

Erinnya lyange / nze # ani%

Erinnya lyo / ggwlani%

Erinnya lylo-muntu # ono /

Have him answer you. Then have all the students do the same.

10. Teach the students to answer [Erinnya ly'o-muntu # ono / y/ani%by saying simply [Erinnya lye / ye

Summary:

Erinnya ly'o-muntu # ono / y'ani?(

Erinnya {ly'o-muntu # / ye

lye

The juncture symbols were introduced in the Pretraininci

Program. The juncture [ / ] is used between the subjectof the sentence and the subject copula [ye'], which takesthe place of the verb. See Synopsis, par. 38. TheUnmarked Sequence Rule (USR, Synopsis par. 45) does notoperate before [ / J.

For more on the subject copula see Ashton, index under'-E particle as copula'; Chesswas, par. 33; Sinoktispar. 42.

Concerning the series of pronouns that includes [nze] 'I,me', see Ashton, p. 101-3; Chesswas, par. 2.

Glossary:

o.no this (person)

o.mu.ntu (MU-BA) person

his, her


LESSON 3

1. Have the students repeat after you [okuva]. They willwonder what it means, but don't go on to Step 2 untiltheir pronunciation is excellent. European studentswill probably make the [o] too short, and cut off the[val to soon.

2. Point to yourself and say:

Nze / nva° mu Uganda.

Say this several times, but don't have the students repeatit after you.

3. Sit down with the students, and pretend that you are oneof them. Change your voice and say:

Nze / nvas mu (A-m6reka).

(If the students are not Americans, you will of course usethe name of their country.)

Have the students repeat after you:

Nze / nva° mu A-mereka.

4 Ask one student:

Ggwe / ova'wgf

Have him answer you. Repeat with each student.

5. Have the students ask this question of you and of each other.

6. Point to individual students. Ask:

Omuntu # ono / avaswa%

Students may reply simply:

Ava

7. Do the same with:

Nva*wa%

7

8. SUBSTITUTION-CORRELATION DRILL

(This is a mechanical exercise. Its purpose is tohelp the students get used to using [nva, ova, avalin the right way.)

Say: [Nze / nvatwan and have a student repeat it after you.Then say [ggwe]. The same student should now say [Ggwe/ovaewafl. Then say [omuntu # ono]. The student shouldsay [Omuntu # ono / ava'we]. Repeat the process untilthe class begins to tire of it.

9. Reverse the drill of Step 8. Say [AvewlY]. The student says[Omuntu # ono / avawe]. Say [Nvewa,]. The student says[Nze/nva'we], and so on.

Summary:

(Ggwe) / ova'we

(Nze) / litra' mu

Omuntu # ono / ava'we

Ye / aye mu

The subject prefixes, such as [n] in [nva'], see Ashton,index under 'subject prefix'; Chesswas, par. 5. Thesubject prefixes [n], [o], [a], [e] consist of one soundapiece, and are usually unmarked tonally (see EynoRELE,par. 5.27), and all other subject prefixes are usuallymarked.

The vowel of the stem [vat] 'go or come from' is longbefore [wg] 'where?', but ghort elsewhere. This isbecause [uTe] is pronounced as though it were part ofthe word that precedes it. The extra length written [.]is lost before a word boundary. See Synopsis, par. 11.

The word [A-merdka] is normally written without a hyphen.For the meaning of the hyphen in this word, see Synopsis,par. 35.

In the glossary, [.] in [.va'] means that [vat] is a wordcomponent which must have one or more prefixes before it.(ovudde) is the 'modified', or 'perfective' stem. Youmay ignore perfective stems for the time being.


Glossarx:

172..

.va' (.vudde)

waY

mu

he, she

come or go from

where?

in

NOTE: The personal prefixes [n-] 'I', [o-] 'you (sg.)'and [a-] 'he, she' stand for the subject of theverb.

If the class begins to get tired of what it is doing,take one or two minutes to teach them to recite one ofthe following groups of words. Do not try to teach themeanings of these words at this time.

A. ebuvan'uba; ebugwan'uba; amambuka; amaserengeta.

B. Olwokusooka; Olwokubiri; Olwokusatu; Olwokuna';

Olwokutaano; Olwomukaaqa; Olwassabbiiti.

C. emu'; bbiri; ssatu; nnya'; ttaano; mukRaga;

musanvu; munaana'; mwenda'; kkumi.


LESSON 4

0. Have each student bring one or two pictures of people toclass. Each student knows the names of the people in hisown pictures, but not the names of the people in otherstudent's pictures. Also, bring to class a few newspaperpictures of well-known people.

1. Teach the students to pronounce [Simanyi.]

2. Take one of the pictures brought in by one of the students.Show it to another student and ask:

Erinnya ly'o-muntu # ono /

Have him reply [Simanyj,. ]

Repeat this with each student. At this time, the studentsdo not need to understand how this word is put together.

3. Ask each Jtudent the names of the people in his pictures.

4 Have the students ask and answer one another about the namesof the people in the pictures.

5. Ask questions about where individual persons in the picturesare from. Have the students answer.

6. Have the students ask and answer one another about where thepeople in the pictures are from.

7. Use the newspaper pictures as in Steps 3-6.

For example: (using a picture that Student B brought):

Teacher (asks A): Erinnya ly'omuntu ono y'ani?

A : Simanyi. Erinnya lye y'ani?

Teacher (to A): Simanyi. (to B) Erinnya ly'omuntu ono y'ani?

B : Erinnya lye ye

Teacher (to B): Omuntu ono ava wa?

B:? Ava mu

10


Summary:

This lesson provides a _eview of what was inLessons 1-3, and also introduces the usefulexpression:

Simanyi. II don't know.'

The prefix [si] is a negative subject prefix, for firstperson singular. Now is not the time, however, to explorethe negative tenses.

If the class begins to get tired of what it is doing,take one or two minutes to teach them to recite oneof the following groups of words. Do not try to teachthe meanings of these words at this time.

A. ebuvan uba; ebugwan'uba; amambuka; amaserengeta.

B. Olwokusooka; 01wOkubiri; 01wOkusatu; OlwokuneOlwokutaano; Olwomukaaqa; Olwassabbiiti.

C. emuL; bbiri; ssatu; nnya.:; ttaano; mukaaqa;musanvu; munaana'; mm3nda'; kkuml.


LESSON 5

1. Teach the students to pronounce:

Yee.

Nedda.

2. Ask one student if his name is . Use his right name.Have him reply:

Yee.

Repeat the process with all students.

3. Ask one student if his name is . Use the wrong name.Have him reply:

Nedda.

Repeat this with each student.

4. Proceed as in Steps 2 and 3. Sometimes use the right name,and sometimes the wrong nc.me. Students must choose between[Yee.] and [Nedda.].


ssi.

6. Get the students to ask you whether your name is Assoon as someone asks the wrong name, reply:

Nedda, erinnya lyange / ssi + nze #

Teach the students to pronounce this sentence.

7. Ask the students about their names. They should reply either:

Yee, erinnya lyange / nze #

or: Nedda, erinnya lyange / ssi + nze


8. Ask :Erinnya_liame / nze #

or: Erinnya ly'o-muntu # ono / ye

12


Use both right and wrong names, so that the students willhave to use both affirmative and negative answers.

9. Have the students questi you and each other in the sameways.

Summary:

Erinnyajyo / ggwe

Nedda, erinnya lyange / ssi + nze

Yee, erinnya lyange / nze

Erinnya lylo-muntu # ono / ye

iNedda, erinnykdlye / ssi + ye

(Yee, erinnya,lye / y

The tridkiest part of this lesson is getting the yes-noquestions to sound right. This was taken up in thePretraining Program (Section G )2 and is also mentionedin the lbomILLE, par. 48.

Glossary:

yee yes

nedda no

ssi + (is or are) not


A. ebuvanjubai ebugwapjuba; amambuka; amaserengeta.

B. Olwokusooka; Olwokubiri; Olwokusatu; Olwokuna';

Olwokutaano; Olwomukaaga; Olwassabbiiti.

C. emu'; bbiri; ssatu; nnye; ttaano; mukaaqa;


312-413 0 - 68 - 4 13

Wang-it]


LESSON 6


Wangi.

2. Get one of the students to call your name. When he does so,reply [Wangi.].

3. Call the names of the students. Each will

4. The students should call and reply to each

5. Go back to [Wangi.], and have the studentsyou.

reply with [Wangi.]

other.

repeat it after

6. Have one of the students ask you a question. Reply [Wangi.]and look as though you didn't understand. Make the samestudent ask the same question again. When he does so, answerit immediately.

7. Ask a familiar question, but very rapidly. Have a studentreply [Wangi.]. Then repeat the same question slowly andclearly.

8. Ask a familiar question in unfamiliar words.

For example: [Omukazi ono wasays [Wangi.],familiar form:

rary.Sung:

mu nsi ki?]. When the studentrepeat the question in its[Omuntu # ono / ava'waf]

This lesson teaches the single word:

both as the response to a call, and as a requestto have something repeated.

There is some difference of opinion about when to use[wangi]. Your instructor may want to suggest otherexpressions for one or both of the uses of this word.


LESSON 7


Ntegedde.

2. Say just [N-] and have them reply with the whole word[Ntegedde.] Be sure that their voices go up and downin the right places.

3. Tezch the students to pronounce:

Sitegedde.

Notice that the melody of [Sitegedde.] is different fromthat of [Ntegedde.]

4. Say just [Si-] and have the students reply with the wholeword [Sitegedde.]. Say just [N-] and have them reply[Nteqedde.l. Proceed like this, making sure that theycan pronounce both words with the correct melodies.

5. Say something to a student that you are sure he understands.Immediately ask twice [Otegedde?]. Have him reply [Yee,ntegedde.] Repeat this with all students.

6. Say something to a student that he cannot possibly understand.Immediately ask twice [Otegedde?], and have him reply [Nedda,sitegedde.1 Repeat this with all students.

Summary:

This lesson teaches the student to use the verypractical expressions:

Nteciedde. I have understood.

Sitegedde. I have not understood.

and to respond to the question:

Otegedde? Have you understood?

15


The two words introduced in this lesson are examples ofthe affirmative and negative perfective tense. This isnot the place to try to produce perfective tense formsother than these two. Notice, however, that they aredifferent from one another in tone.

A more literal translation of these two words would behave understood' and 'I have not understood'.

Glossary:

.tftsepra (.tegedde) understand

If the class begins to get tired of what it is doing,take one or two minutes to teach .them to recite one ofthe following groups of words. Do not try to teach themeanings of these words at this time.

A. ebuvan uba; ebugwanjuba; amambuka; amaserengeta.

B. Olwokusooka; Olwokubiri; Olwokusatu; Olwokunal.;

Olwokutaano; Olwomukaaqa; 9lwassabbiiti.

C. ernuL; bbiri; ssatu; nnya.:; ttaano; mukaaqa;


..1111=141LUGANDA BASIC COURSE

LESSON 8


Ooo! Bwe kiri?

2. If you have blackboard, draw four very rough pictures, andput the following names under them:

Waiswa Kajura Ocheng Mukasa

3. Have the students ask where the four men are from. Reply:

Waiswa / ava mu Busoga.

Kajura / ava mu Bunyoro.

Ocheng / ava mu Acholi.

Mukasa / ava mu Buganda.

After you make each statement, have the students reply[000! Bwe kiri?],and you say [Yee, bwe kiri.] (Thepurpose of this is to have the student show that he knawsyou have made a statement, and not asked a question.)

4. Now, ask these four questions:

Waiswa / ava mu Busoga?

Kajura / ava mu Bunyoro?

Ocheng / ava mu Acholi?

Mukasa / ava mu Buganda?

Students should reply:

Yee, ava mu

(The purpose of this is to have the students show thatthey know you have asked a question.)

5. Combine Steps 3 and 4. The student must recognize whetheryou are asking a question, or making a statement. If hethinks it is a question, he will reply [Yee.], but if hethinks it is a statement, he will reply [000! Bwe kiri?1,and you will say [Yee, bwe kiri.]

17


6. Teach the students to make the difference between statements

and questions, using these four sentences.

7. Extend this kind of practice to include statements and

questions about the names of the students and where they

are form.

000! Bwe kiri? Oh, is that so?

Here again, as in Lesson 5, the point to watch is

the difference in intonation between statementsand yes-no questions. Review Section of the

Pretraining Program.


A. ebuvan'uba; ebugwanjubaj amambuka; amaserengeta.

B. Olwokusooka; Olwokubirir Olwokusatu; Olwokuna';

Olwokutaano; Olwomukaagaj Olwassabbiiti.

C. emu'; bbiri; ssatu; nnya'; ttaano; mukaaga;


18


LESSON 9

1. Spend a few minutes on revision of [Nva

2. Say several times:it after you.

3. Choose the name offrom. Say:

Nva mu Uganda; siva: + mu Kkongo.

Have the students say it after you until they can say itright.

4. Ask: [Ova mu Xkongo?) Students should reply:

[Nedda, siva' + mu Xkongo.).

5. Say several times: [Tova"...). Then let the students repeatit after you.

6. Have a student say [Nva mu Kkongo.) As sorm as he does so,say [Nedda, tova:. + mu Kkongo; ova mu

7. Ask: [Nva mu Xkongo?). Students should reply:

[Nedda, tovaL + mu Kkongo; ova mu Uganda.).

8. Say several times [Tava.:.]. Then let the students say itafter you.

[Siva']. Then let the students repeat

a country that none of the students is

9. Point to aava

after you.

student. Say to the rest of the studentsmu Kkongo?] Have them repeat the questionThen you reply:

[Nedda, tava' + mu Kkongo; ava mu 1

10. Ask various questions that include [sival,[tova'] or [tava').Have the students reply either affirmatively or negatively.

11. Have the students ask questions of you and of each other.

12. Try to bring in the words [nze, ggwe, omuntu # ono] thatwere used in earlier lessons.

19


§211112,12,1

This lesson introduces three negative present tenseforms of [-val:

siva' don't come from

tova you (sg.) don't come from

tava' he/she doesn't come from

The negative tenses are described in Ashton p. 128and elsewhere; Chesswas, par. 85-6; the tonalpattern is found in the Synopsis, par. 31, and inthe paradigms that are included at the end of theSymalis. Remember that a form like sivh" has ashort last vowel whenever it is followed by a wordboundary.

If the class begins to get tired of what it is doing,take one or two minutes to teach them to recite one ofthe follawing groups of words. Do not try to teach themeanings of these words at this time.

A. ebuvan'uba; ebugwan'uba; amambdka; amaserengeta.

B. Olwokusooka; Olwokubiri; 01wcikusatu; Olwokuna';

01wokutaano; OlwomdkaR11; Olwassabbiiti.

C. emu'; bbiri; ssatu; nnya'; ttaano; mukaaqa;


20


LESSON 10

1. Say several times [ekibuga]. Then have the students repeatit after you.

2. Do the same thing with [ensil.

3. Say [Kampala / kibmga.], [New York / kibuga.]. Have thestudents repeat these after you.

4. Have tYe students ask you [Uganda / kibuga?]. Reply:

[Nedda, Uganda / ssi + kibuga;

5. Ask [ kibuga?]. Students reply:

[Nedda, ssi + kibuga; nsr.]

Do this with the names of several cities.

6. Ask [ nsk ?b Students reply either:

[Yee, nsis.] or [Nedda, ssi + nsiy; kibuga.].

Do this with the names of several countries.

7. Use a simple map of Uganda. You may wantthe blackboard if you have one. Point toand districts. As you point to each one,

[Sorati / kibmga.], etc. Have thethese sentences after you.

to draw one onthe various citiessay [Bunyoro /students repeat

8. Ask questions about the map: [Teso / kibuga?], [Mbarara /kibuga?], [Kampala / nsi*?]. etc. Have the students replyeither affirmatively or negatively.

9. Have the students ask questions of you and of each otherconcerning the map of Uganda.

10. Use questions with [dba.]: [Ankole / nsi:oba/ kibmga?j, etc.

To the student: The place name [Teso] is pronounced[Tteeso], and [Mbarara] by ordinaryLuganda spelling rules would be[Mbalala].

21

**I


Glossary:

This lesson introduces nouns without initial vowels,in the sense of ' is a . These nounstake the place of the main verb in the sentence.See Ashton, p. 37

2and Section B in the Pretrainins

program.

e.n.si' (N) country, district, territory

e.ki.buga (KI-BI) city, town

oba or


A. ebuvan'uba; ebugwan'uba; amambuka; amaserengeta.

B. Olaokusodka; Olwokubiri; Olwokusatu; Olwokuna';

Olwokutaano; Olwomukaaqa; Olwassabbiiti.

C. emu'; bbiri; ssatu; nnyas; ttaano; mukaagal


22


Optional vocabulary:

11..11/MIN

In teaching these lessons, it is important to keep thenew vocabulary and the new points of grammar in balancewith one another. If the grammar comes too fast andthere is only a little vocabulary, the student may feelthat he is learning to say everything about nothing. Ifthe vocabulary comes too fast and the grammar is notbrought in systematically, the student will feel thathe can say nothing about everything.

In the 'lessons' of this course, the emphasis is verymuch on the series of grammatical points that areintroduced. In order to keep the lessons interesting,most teachers will want to introduce some extra vocabularybeyond what is in the 'lessons' themselves. In that case,we suggest that the teacher choose one or more 'situations',and present vocabulary that relates to those situations.Choose only enough situations to keep your class interested.Too much vocabulary at once may confuse them. At the sametime, we strongly urge the teacher to stay within thegrammatical points that have already been introduced inthe 'lessons'.

SCHOOL: Names of actors:

Ani oyo? Who is that?

Using pictures, or assigning students to play imaginaryroles, teach the vocabulary for other kinds of peoplethat may be found at school.

Mukulu wa ssomero. It's the headmaster.

Musomesa. It's a tdcher.

Mugenyi. It's a visitor.

Muzadde. It's a parent.

Muyizi. It's a student.

Use these expressions in answering the question [Ani oyoc?].


PUBLIC TRANSPORT: Names of Actors:

Teach the following answers to [Ani oyo?]:Use pictures, or assign imaginary roles to students.Have students sit or stand in front of the class inpositions that fit these roles.

Muvuzi wa bbaasi. He's a bus driver.

Mutunzi wa tikiti. He's a ticket seller.

Musaabaze. He's a passenger.

Kondakita. He's a conductor.

Musirikale. He's a policeman.

(Tani boyi.) He's a tani boyi.

FOOD: Names of Actors:

Teach the following answers to [Ani oyo?].Use pictures, or assign imaginary roles to students.Have each student pantomine his role.

Mufumbi. He's a cook (amateur orprofessional).

Mpisi. He's a cook (professional).

Mugabuzi. He/she is a waiter/waitress.

Mukinjaaje. He's a butcher.

Muka nnyinimu. She's a housewife.

1Tani boyi is a man who rides on the bus and helps withloading and unloading luggage; he also helps withmaintenance of the bus.


CLOTHING: Names of Actors.

Teach the following ansers to [Ani oyo?].Use pictures, or assign imaginary roles to students.Have each student pantomine his role.

Musuubuzi. He's a merchant.

Mutunzi wa ngoye. He's a tailor.

Mwozi wa ngoye. He's a laundryman.

Muguzi. He's a customer / buyer.

HOSPITAL: Names of actors.

Teach the following answers to [Ani oyo?].Use pictures, or assign imaginary roles to students.Have each student pantomine his role.

Musawo. He's a doctor.

Mujjanjabi. He's a nurse.

Mulwadde. He's a patient.

Musawo wlamannyo. He's a dentist.


LESSON 11

1. Give the students practice in pronouncing:mu maserengeta

mu mambuka

mu buvandlaba

mu bugwanduba

2. Demonstrate the meanings by pcinting to a map. Then havethe students give the correct phrases as you point. Besure their voices go up and down at the right times.

3. Have a student go to the map and point as he says the fourphrases aloud. Let all students do this.

4. Give the students gractice in pronouncing:

5.

mu maserengeta ga Uganda

mu mambuka ga Uganda

mu buvaniuba bwa Uganda

mu bugwanjuba, bwa Uganda

SUBSTITUTION-CORRELATION DRILL

(You give one of the directions ([mu mambuka]). Thestudent replies [mu mambuka ga Uganda]. In this way,he gets used to using [ga] after [maserengeta] and[mambuka], and [bwa) after [buvaniuba7 and [bugwanjuba].)

6. Let the students look at a simple map of Uganda. Point tothe map and teach them to say:

Gulu / kiri mu mambuka ga Uganda.

Fort Portal / kiri mu bugwaniuba bwa Uganda.

Mbale / kiri mu buvaniu12 bwa Uganda.

Masaka / kiri mu maserengeta ga Uganda.

Do the same with the towns Tororo, Jinja, Entebbe, Kampala,Masindi, Soroti, Lira, Kabale, and any others that you wishto add.

7. Teach the students to ask the question [Mbale kiri mu bukiikat..#ki obwa Uganda?]. This is a long question, so teach it inthe following stages:

26


a. dbukiika

b. bukiika'+kji

c. mu bukiika'+kij

d. mu bukiika'+ ki + obwa Uganda%

e. Kiri mu bukiike+kl + obwa Uganda%f. Mbale / kiri mu bukiika'+ki + obwa Uganda%

8. Practice asking and answering questions like the one in Step 7.

9. When a student tells you where a particular city is, pretendyou didn't understand him. Say [Mu bukiika+kji], and havehim repeat the direction.

Spmmarz:

(Mbarara) / kiri mu bukiike+ki + obwa Uganda?'What part ('direction'T of Uganda is (Mbarara) in?'

Kiri mu (maserengeta) (g)a Uganda.'It is in the (south) of Uganda.'

This lesson illustrates concordial agreement: [go] after[maserengeta], but [bwa] after [buvaniuba]. The connectiveelement [a] in these two words is more or less possessivein meaning. More precisely, this element is [.a']; thatis, it is followed by [-], but not by word bound"gry, and isbasically long. See Synopsis, par. 40 for the tonal details.For other matters relating to the connective, see Ashton,index under '-A of relationship'; Chesswas, par. 25 etc.and under 'possessive' in the folding chart at the end ofthe book.

Glossary:

a.mambuka (MA) north

a.ma.serengeta (MA) south

e.bu.va.niuba (BU) east

e.bu.gwa.n.uba (BU) west

o.bu.kiika' (BU) side, direction.a. (linking element) of

i

!4

I


Sample of free conversation:

A: Erinnya lyo ggwlani? Ggwe What's your name? Are youKamya? Kamya?

B : Nedda ssi nze Kamyal nze No, I am not Kamya, I amMukasa.Mukasa.

A: Ova wa?

B : Nva Kkongo.

A: Oli musomesa, muyizi, musawo

oba musirikale?

B : Ndi musuubuzi.

A: Ooo, bwe kiri?

B : Yee, bwe kiri.

28

Where do you come from?

I come from the Congo.

Are you a teacher, a student,a doctor or a policeman?

I am a merchant.

Is that so?

Yes, it is so.


LESSON 12


Buganda Tteeso (Teso)

Bunyoro Acholi

Busoga Lfi/be; (Lango)

Bugisu Adkole

Kigezi Ttooro (Toro)

2. Have a student ask you [Bunyoro / kibuga?]

Reply: [Nedda, Bunyoro / ssi kibuga; nsi'.]

3. Give the names of the districts of Uganda, such as Kigezi.Students should reply [Kigezi / nsk.]

4. Give the names of cities and districts. In each case, thestudent must decide whether to say: [ nsi".] or

kibuga.]

5. Ask [ kibuga, oba / nsi"?].

6. Teach the students to say:

Kigezi / eri mu maserengeta ga Uganda.

Bugisu / eri mu buvan'uba bwa Uganda.

etc.

7. Give names of cities and districts. Students reply:

eri mu ] or [ kiri mu 1,

depending on whether you have named a district or a city.

8. Students take turns asking you and one another about thelocations of towns and districts in Uganda.

9. Ask questions about the locations of towns. This time,the student's answer must be in two parts.

For example: Q. Masindi / kiri ludda+waX

A. Masindi / kiri mu Bunyoro.

Bunyoro / eri mu bugwanjuba bwa Uganda.

312-413 0 - 68 - 5 29

LUGANDA BASIe4COURSE

Summary:

Mbarara / kibuga, oloo nsi'?'Is Mbarara a town, , a district?'

Kibuga.'It is a town.'

Kiri-wa,'Where Is it?'

Kiri mu Ankole.'It's in Ankole./

Ankole / eri mu bukiika'+ki + obwa Uganda?''What part (direction') of Uganda is Ankole in?'

Eri mu bugwan'uba.'It's in the west.'

Two more of the concord classes are introduced here. Theirsubject prefixes are [U] and [e]. Concerning concord classes,see Ashton, p. 23-4; On subject prefixes, see Ashton, p. 32and corresponding parts of the chapters on oth r classes;Chesswas, par. 17 and corresponding parts of uhapters on otherclasses; also the folding chart at the end of Chesswas.


A. ebuvan'uba; ebugwanjuba; amambuka; amaserengeta.

B. Olwikusooka; Olwokubiri; Olwokusatu; OlwokunaliOlwokutaano; Olwomukaaqa; Olwassabbiiti.

C. emuL; bbiri; ssatu; ttaano; mukaaqa,;


30


212Liar1112I2g41101.11REY: THINGS

In the vocabulary supplement that followed Lesson 10, youchose one or more of the following situations: School,Public Transport, Food, Clothing, Health. You introducedthe names of people who are active in those situations.

Here, you may introduce the names of things that one mightsee or use in the same situations that you treated afterLesson 10. The key question is [Kino kiki?] 'What is this?'

SCHOOL: Thing5

Teach the following answers to [Kind .

Use pictures or real objects.Have the students point to or touch each object as theytalk about it.

0-

Kitabo. It's a book.

Kkalaamu. It's a pencil.

Mmeeza. It's a table.

Lubaawo (oluwandiikibwako) It's a blackboard.

Ntebe. It's a chair.

etc.

Have the students question and answer one another, usingthe question [Kino kiki?]

PUBLIC TRANSPORT: Things

Teach the following answers to [Kino kiki?].Use pictures or real objects.Have the students point to or touch each object as they talktalk about it.

Bbaasi. It's a bus.

Tikiti. It's a tidket.

Ssanduuko. It's a suitcase.

etc.

Have the students question and answer one anothery usingthe question [Kino kiki?].

31


CLOTHING: Thir_as

Teach the following answers to [KinoUse pictures or real objects.Have the students point to or touch each object as theytalk about it.

Lugoye.

Kiteeteeyi.

Kkooti.

Mpale mpanvu.

Ssaati.

etc.

It's cloth.

It's a dress.

It's a jacket.

It's a pair of

It's a shirt.

trousers.

Have the students question and answer one another, usingthe question [Kino

HOSPITAL: Things

Teach the following answers toUse pic.,:ures or real Objects.Have the students point to ortalk about it.

Ddagala.

Ambulenpi.

Mpiso.

Kitanda,

etc.

[Kino

touch each object as they

It's medicine.

It's an ambulance.

It's an i.njcwition.

It's a bed.

Have the students question and answer one another, using thethe question [Kino

32

LUGA1DA BASIC COURSE

FOOD: Things

Teach the follawing answers to [KinoUse pictures or real objects.Have the students point to or touch each object as theytalk about it.

Mmere. It's mmere (carbohydrate foods).

NvI. It's nva (anything eaten wlth mmere).

Mazzi. It's water.

Mata. It's milk.

Munnyo. It's salt.

Ssukaali. It's sugar.

Kijiiko. It's a spoon.

Kaso, It's a knife.

Ssowaani. It's a plate.

Wuuma. It's a fork.

etc.

Have the students question and anwer cv,le another, usingthe question [Kino


LESSON 13

1. Have a student ask you [Kampala / kiri mu Bunyoro?].

Reply: [Nedda, Kampala / tekiri + mu Bunyoro, naye / kiri

mu Buganda.].

Give a few more examples of this kind.

2. The sentence in Step 1 is long. Give pronunciation practiceone step at a time:

a. mu Buganda.

b. Kiri mu Buganda.

C. Naye / kiri mu Buganda.

d. + mu Bunyoro, naye / kiri mu Buganda.

e. Kampala / teki-ri + mu Bunyoro, naye / kiri mu Buganda.

3. Have a student ask you [Kigezi / eri mu Kkongon

Reply: [Nedda, Kigezi / te-ri mu Kkongo, naye / eri mu Uganda.]

Give a few more examples of this kind.

4 The sentence in Step 3 is long. Teach the students topronounce it one part at a time, as you did in Step 2.

5. Ask questions like [Tororo / kiri mu maserengeta ga UgandanStudents should answer affirmatively or negatively, whicheveris correct.

6. Students ask these questions of you and of each other.

NB Some speakers will prefer to omit [naye] in sentenIesof this kind.


Summary:

Masaka / kiri mu Busoga?'Is Masaka in Busoga?'

Nedda, teki-ri -1- mu Busoga, naye / kiri mu Buganda.TM), it isnrt in Busoga, OboutT it's in Buganda.'

Buganda / eri mu Xkongo?'Is Buganda in the Congo?'

Nedda, te-ri+mu Kkongo, naye / eri mu Uganda.'No, it isn't in the Congo, (but) it's in Uganda.'

This lesson illustrates use of subject prefixes forinanimate noun classes, affirmative and negative.

Glossary.:

naye 'but'

Optional Vocabulary: LOCATIONS

Here, in the same situations that you chose afterLessons 10 and 12, you may intrcduce expressionsthat stand for locations. The key question is

ludda wa?] 'Wb::..re is the 91

SCHOOL: Locations.

Introduce answers to [Omusomesa ali 1udda wa?]. 'Whereis the teacher?'

Ali mu kisenge kye.

Ali mu kibiina.

Ali mu ofiisi.

Ali mu

15

He's in his room.

He's in class.

H4 Is in the office.

He's at the meeting.


Ask the students [Nze ndi ludda wan 'where am I?' and[Ggwe oli ludda wa4?) 'where are you?' Have them move from onelocation to another during this drill. Finally, have themquestion and answer each other.

Introduce answers to [Ekkalaamu eri ludda wan 'where is thepencil?'

Eri wano.

Eri wali.

Eri ku mmeeza.

It's here.

It's over there.

It's on the table.

Teach the students to answer this question, and then havethem question and answer each other.

PUBLIC TRANSPORT: Locations.

Introduce answers to the question [Omusaabaze ali luddawan 'where is the passenger?'

Ali mu bbaasi. He's in the bus.

Ali ku kikondo kya bbaasi. He's at the bus stop.

Ali ku sitenseni ya bbaasi. He's at the bus station.

Ali ku mulyango gwa bbaasi. He's at the door of the bus.

Have the students demonstrate each location as they talkabout it.

Introduce answers to [Essanduuko eri ludda wan 'where isthe suitcase?'

Eri wano. It's here.

Eri wall. It's over there.

Eri mu bbaasi. It's in the bus.

Ebuze. It's lost.

Have the students point to locations in a picture as theyanswer this question.

3 6

LuGANDA BASIC COURSE

FOOD: Locations

Introduce answers to the question [Omufumbi ali ludda wa?]1 where is the cook?'

Ali

Ali

Ali

Ali

mu ffumbiro.

mu katale.

bweru,

mu dduuka.

He's

He's

He's

He's

in the kitchen.

at t mark :-..-

outside.

at the store.

Through use of pictures or by some other means, have thestudents demonstrate the meanings of the answers as theygive them.

Introduce answers to the question [Omunnyo guli ludda wa?1 where is the salt?'

Guli ku mmeeza.

Guli mu ffumbiro.

Guli wano.

Guli wali.

It's

It's

It's

It' s

on the table.

in the kitchen.

here.

over there.

Have the students point to the locations as they talkabout them.

CLOTHING: Locations

Introduce answers to the question [Omutunzi Wengoye ali wag?]1 where is the tailor?'

Ali wano.

Ali wall.

Ali ku dduuka.

Ali ku mulimu.

He's

He's

He's

He's

here.

over there.

at the store

at work.

Have the students demonstrate these answers as theythem.

Talking about the locations of articlesthe use of possessives 'my, your' etc.therefore be put off until after Lesson

3 7

(shop).

give

of clothing requiresThis topic Should21.


HEALTH: Locations

Introduce answers to the question [Omusawo ali ludda wa?]1 where is the doctor?'

Ali mu ambulensi.

Ali mu ddwaliro.

Ali mu balwadde.

Ali wano.

He's in the ambulance.

He's in the hospital.

He's among the patients.

He's here.

Introduce answers to the question [Eddagala liri luddawa?] 'where is he medicine?'

Liri wano.

Liri wali.

Liri mu kikopo.

Liri mu cupa.

Liri mu kamwa.

-.

38

It's here.

It's over there.

It's in the cup.

It's in the bottle.

It's in the mouth.

1

1


LESSON 14

1. Say [Mmm.] as it is used in greetings. Say it several times,and teach the students to say it exactly as you do.

2. Teach the greeting sequence one line at a time:

A: Wasuze' otya+nno,

B: Nasuze bulungi. or: Bulungi.

A: Mmm. or: Eee.

B: Wasuze' otya+nno?

A: Nasuze' bulungi. or: Bulungi.

B: Mmm.

A: Mmm.

3. Have the students practice greeting you and each other inthis way.

4 Indicate by gesture that you are talking to two of thestudents, or to all of them. Have one of them act asspokesman for the group. Teach [Mwasuze mutyannofland LTwasuze bulungi.]

To the student: The literal meanings of the words in thisset of greetings are:

wasuze' you passed the night (near past tense)

otyal you do how?

nno (no clear meaning, optional in this context)

nasuze' I passed the night (near past tense)

bulungi well

This set of greetings is appropriate for use in the morning.Concerning the effect of [ t ] on tones, see Synopsis, par.48(4).


LESSON 15

1. Teach the following greetings one line at a time:

A: Osiibyef otya+nnoY

B : Nsiiboye bulungi. or: Bulungi.

A: Mmm. or: Eee.

B : Osiibye' otya+nno?

A: Nsiitze: bulungi. or: Bulungi.

B : Mmm.

A: Mmm.

2. Go through the greetings again, adding [ssebo] or [nnyabo]where they are appropriate.

3. Greet the class as a whole, using [Musiibyeimutya+nnO] and[Tusiaztbulungi.)

4. If possible, group the students by sex. Say [Musiibye'bulungi + bassebo?] or [Musiibyebulungi + bannyabo?],whichever is appropriate.

5. Have the students greet you and one another as in Steps 2,3 and 4.

To the student: The literal meanings of the words are:

osiibye.

nsiibye'

you have passed the day (perfective tense)

I have passed the day (perfective tense)

3lossary:

.siiba (.siibyei) to pass the day

ssebo (pl. bassebo) terms ofspeaking to a man

nnyabo (pl. bannyabo) term ofspeaking to a woman

Lo

respect

respect

used in

used in


LESSON 16

1. Continue the greeting sequence:

A: Agaffa'-yo?

B: Ekyali nnungi. or: Ekyali.

Mmm. or: Eee.

B: Agaffa'-yo?

A: Ekyali nnungi. or: Ekyali.

B: Mmm.

A: Mmm,

2. Have the students go back to Lessons 14 and 15, and addrAgaffaayon etc. to those greetings.

3. Continue with the following sequence, one line at a time.

A: Weebale + emirimu.

P: Awo.

A: Mmm.

B: Naawe/ weebale + emirimu.

A: Awo.

B: Mmm.

A: Mmm.

4. Have the students practice combining all of the greetingsand polite phrases from Lessons 14, 15 and 16.


To the student:

Again, as is often the case with greetings, themeanings of the individual words bear someexplaining. The word [agaffa'-yo] in this contextamounts to 'What's new?', but literally it is 'the(news) which is occurring there'. [Ekyali] consistsof subject prefix [e-] 'it', tense prefix [-kya-]'still', and stem [-li] 'is'; [nnungi] 'goodT- hasthe same stem as [bulungi], but agrees concordiallywith [e-].

In the continuation of the greeting, [weebale]amounts to 'thank you (for)', but literally means'you count yourself'. [Emirimu] normally means'work(s)'. [Weebale emirimu4 thus means somethinglike 'thanks for what you have done.' This last ismerely part of the greeting formula, and may be usedeven if the person you are talking to has never doneanything for you individually.

[Naawe] and you


LESSON 17

1. Ask a student [Ovaywa7], and have him reply [Nva' mu A-mereka.],as in Lesson 3 .

2. Ask another student [Nva waY], and have him reply [Ova muBuganda.]

3. Say [Nye mu Buganda; ndi Muganda.T.

4. Sit down the students and pretend to be one of them.Say [Nva'mu A-mereka; ndi Mwa-mereka.]. Have the studentsrepeat this.

5. Say [Oli Muganda?]. Get a student to ask you this question,and you reply [Yee, ndi Mugarida.].

6. Say to each student [Ova mu A-mereka; oli Mwa-mereka.] Ask[Oli Mwa-merekafl and have them reply [Yee, ndi Mwa-mereka.].

7. Ask [Nze / ndi Muganda?].MugaDda.].

8. Demonstrate to the studentsand teach them to use them:

Have the students reply [Yee, oli

the meanings of these sentences,

nze

ggwe

omuntu # ono

Nze / nva' mu (Buganda). Ndi (Muganda).

Ggwe / ova' mu (Buganda). Oli (Muganda).

Omuntu # ono / ava' mu (Buganda.) (Muganda).

=1111

In place of the words in ( ), use [A-mereka Mwa-mereka;Bungereza, Myngereza, or whatever is appropriate for yourstudents.

9. Give a rentence from Col. 2 of Step 8. The students shouldgive the. corresponding sentence from Col. 3. Give a wordfrom Col. 1. The students should give the sentences fromColumns 2 and 3.

43

IUGANDA BASIC COURSE

10. Ask [Nze / ndi Mungereza?]. Teach the following:

Ndi (Mungereza)? Nedda, to-li + (Mungereza).

Oli (Mungereza)? Nedda, si-ri + (Mungereza).

Omuntu # ono / (Mungereza)? Nedda, ssi + (Mungereza).

11. Agk a series of questions chosen from among these three kinds:

Ova mu (Buganda)?

Oli (Mwa-mereka),oba / oli (Muganda)?

Ova'wpi

12. Have, the students ask these questions of you and of one another.

Summarz:

This lesson introduces equational sentences, for first,second and third person personal subjects, affirmativeand negative.

glossary:

0.mw.a-mereka (MU-BA) American person

0.mu.ganda (MU-BA) Muganda


LESSON 18

1. Teach the students to say [mmwe] and [ffe]. They will wonderwhat these words mean.

2. Use gestures to act out and teach the following sentences:

Mmwe / muli (Baa-mereka)?

Mmwe / muli (Baganda)?

Ffe / tuli (Banyoro)?

Abantu # bano / (Baa-mereka)?

Yee, ffe / tun + (Bal-mereka).

Nedda, ffe / (Baganda)

Nelda, temil-li.4-(Banyoro).

/Yee, (Baa-mereka).

Nelda, ssi. + (Bal-mereka).

3. Group yourself and the students into groups of two. (If youdon't have at least 5 students, use empty chairs to standfor people.) Teach the use of [mmwe, ffe2 bo]:

ffe Ffe / tuli Ba . Tetu-li + Ba

mmwe Mmwe / muli Ba . Temu-li + Ba

bo Bo / Ba . Ssi + Ba

4. Give a sentence from Column 2 of Step 3. Students give thecorresponding sentence from Column 3.

5. Give a word from Column 1 of Step 3. Students give thesentences of Columns 2 and 3.

Summary:

This lesson introduces the plural personal pronouns, andthe subject prefixes that go with them.

312-413 0 68 645

Glossary.:


ffe we

mmwe you (pl.)

bo they

To the student: The second syllable of [ffe] is Ife],and it has high tone in citation form.The same is true for [mwe], which isthe second syllable of [mmwe].


LESSON 19

1. Teach the students to say [mbeera, obeera, abeera]. Theywill wonder about the meaning of these words.

Go through this conversation with each student:

T: Ova' mu kibuga-Pki?

S : Nva mu (Denver).

T: Ova' mu (Denver), naye / kaakati / obeera mu(place where they are being taught).

Ot222222?

S : /Yee, nteqedde.

iNedda, sitegedde.

(If, after you have done this with each student, they stilldo not understand, give them the meaning by writing it onthe board and then immediately erasing it.)

3. Say (Obeera muMaL.9.aftqq.9,?]

Have them reply [Yee, tuteqedde.]

4. Say ['Abantu b'omu kitundu ekyo balunzi.' Mutegedde?]

Have them reply [Nedda, tetutegedde.]

(If students try to ask the meaning of this sentence,ignore them.)

g Practice sentences like:

T: Nva' mu (Kampala)?

S : Yee, ova' mu (Kampala).

T: Mbeera mu (Kampala) + kaakati?

S : Nedda, tobeera + mu (Kampala); dbeera mu

47


Optional Vocabulary: DESTINATIONS

Here, the key question are [Ogenda wa?] 'where are yougoing?' and [Ova'wa?] 'where are you coming from?'Introduce answers to these questions that will fit thesituations that you have chosen. Use pictures or otherdevices so that the students can demonstrate the meaningof their answers as they give them.

111.1.11.


LESSON 20

Oral Test

l. Talk with each student. Start with greetings, and go on

to ask him about the names of people, where they are from,

their nationalities, and where they live now. Give points

for correctness and fluency.

2. Divide the students into pairs. Let them prepare a

conversation in Luganda. Then have each group present

its conversation before the whole class. Give points

for length, fluency, correctness, interest, and accent.

In these conversations, be sure that each student uses:

negative as well as affirmative forms,

third person as well as first and second person,

plural as well as singular.

Topics should include peoples names, where are they from,

and their nationalities. Each conversation should

begin with greetings.


LESSON 21

1. Teach the students to say the followingwill wonder about their meanings.

Mbeera ne

Mbeera ne

Mbeera kumpi + ne

Mbeera + wala ne

Mbeera # nzekka°.

sentences. They

{

Fill these blanks withnames of members ofthe class.

2. Try to explain the meanings of these sentences without usingEnglish, by actions or pictures or both. If the studentsstill don't understand, write the meanings on the board anderase them immediately.

3. Ask individual students [ObeerawaY]. They shouldwith one or more of the sentences in Step 1.

4. Have the students agk you and one another the sameas in Step 3.

reply

question

5. Ask a question from Column 1. Help the students to replywith the sentence from Column 2, BUT THEIR BOOKS MUSTREMAIN CLOSED AT ALL TIMES!

abeera mu Boston?

Ggwe / obeera mu Boston?

Nze / mbeera mu Boston?

Ffe / tubeera mu Boston?

Mmwe / mubeera mu Boston?

ne /babeera mu Boston?

Nedda..._

Nedda

Nedda,

Nedda,

Nedda,

Nedda

tabeera + mu Boston.

sibeera + mu Boston.

tobeera + mu Boston.

temubeera + mu Boston.

tetubeera + mu Boston.

tebabeera + mu Boston.


6. Use the following table in the same way as in Step 5.

abeera # yekka?

Ggwe / obeera # wekka?

Nze mbeera # nzekka?

A ne B / babeera # bokka?

Mmwe mube e r a # mmwekk a ?

Ffe / tubeera # ffekka?

Yee abeera # yekka.

1 Nedda tabeera # yekka .

Yee 2 mbeera # nzekka .

Nedda sibeera # nzekka.

j Yee 2 obeera # wekka.

1 Nedda tobeera # wekka .

j Yee babeera bokka

1 Nedda tebabeera # bokka .

j Yee 2 tubeera # f f ekka .

1 Nedda tetubeera # ffekka.

Yee, mubeera # mmwekka.

Nedda ten9beera # inniwekka.

7. Carry on conversations such as the following:

T : 2 obeera mu kibuga ki?

S : Mbeera mu

T: Obeera wekka?

S : Nedda, sibeera nzekka.

T: 00, tobeera wekka?

Obeera nlani?

S : Mbeera ne

T: Ggwe ne 2 mubeera kumpi n'ani?

S : Tubeera kumpi ne

T: Mubeera kumpi ne

S : Nedda 2 tubeera wala naye.


This lesson is quite simple except for the fact that theword for 'alone' requires the relative tone pattern onthe verb that precedes it. Concerning relative constructions,see Ashton, 136 and 457; Chesswas, par. 22 and correspondingparts of the chapters on other classes. The tone patterninvolved here is FX (See Synopsis, par. 31 and the paradigmsthat follow the Synopsis). It is unfortunate that the firstuse of a 'relative' verb form in this part of the course isthe very atypical one in which the main verb has relativeform. For the usual use of the relative, see the Pretraining,PTogram, Section M.


Glossary:

# Aka° only

wala far

kumpi (na) near

# naye with him, her

53


LESSON 22

1. Familiarization with the sound of the dialog.

Let the students listen to the entire dialog on thetape once or twice. Or read it aloud to them onceor twice. Students' 1)ooks should be closed at alltimes.

B: Maama, erinnyalyo / ggwl#ani?

A: Erinnya lyancle / nze # Mary.

B: Mary?

A: Mmm.

B: Ova'-wa%

A: Nva' mu A-mereka.

B: Ova mu A-mereka?

A: Mmm.

Madam, what's your name?

My name is Mary.

Mary?

Mmm.

Where do you come from?

I come from America.

You come from America?

Mmm.

The word [maama] is used in resiJectful address to women.Here and elsewhere, however, borne speakers will prefer touse [nnyabo] in place of [maama].

2. Pronunciation buildups.

Have the students repeat theone line at a time. Be verypronunciation. I!! necessarytwo or three times with each

ani%

ggwe

ggw'#aniY

..1yo

erinnya

erinnya.,1yo

Erinnyaj_yo / ggw'#aniY

54

following after youcareful of their

2 repeat each linestudent.


maama

Maama, erinnyalyo / ggwl#ani,

Mary

nze

Nze # Mary.

lvange

erinnya lwnge

Erinnyalyang.2./ nze # Mary.

w..4ff

ova'

Ova'-wa,

A-mereka

mu

mu A-mereka

nva°

Nva' mu A-mereka

A-mereka.

mu A-mereka

ova'

Ova' mu A-merdka?

3. Translation.

Tell the students what each line of the alalog means.Give them the Luganda one line at a time, and hrwethem give you the English. Then give them the Englishmeanings, and have them give you the Luganda. Do notspend more than 10 per cent of the time on this step!

55


2-1 . Role 3_m;

Take the part of the first speaker in the dialog.Turn to a student and say the first line. Heshould reply with the second line. Continue inthis way until you reach a good stopping place.

Choose two students and have them act out thedialog between themselves. The first time theyshould follow the dialog exactly as it is in thebook. Later, they should adapt it by using theirown names, and tlw places that they are really from.

5. Grammatical development.

A. Possessiyepronouns.

Have the students read these possessive phrases aloudafter you.

1. 2. 1erinnya erinnyalyo erinnya lyange

ekibuga ekibuga,kyo ekibLISATIgg_ensf ensi:yo ensi*vange

Give a word from Column 1. Have the students give thecorresponding phrase from Column 2.

Give a word from Column 1, and have the students givethe phrase from Column 3.

Give a phrase from Column 3, and have the students givethe phrase from Column 2.

Give a phrase from Column 2, and the students give thephrase from Column 3.

Tonal note to the student on [nze] plus a personal name.

Remember that the notation [ggw; # .anl.?] implies thepitches 1, with the [e] and the [a] merging intoone long [a].

56


LESSOI:: 23

1. Teach the students to say [Ngolokoka.] They w111 wonderwhat it means.

2. Act out the meaning of [Ngolokoka.]. Have the studentsact it out with you, and say the word as they do so.

3. In the same way, teach the words and actions one at a time:

Nnyambala.

Ndya'+ ekyenkya.,

Pljenda mu kibiinw,

Njiga + Oluganda.,

Nva' mu ]cibiinas.

Nzira + eka-.

Make sure that the students have mastered each sentencebefore going on to the next. This may require somepatience, both from you and from the students.

4. Have a student ask you:

Okola-kiY

Perform one of the actions, and say the word at the sametime. For example, pretend to be putting on your clothes,and say [Nnyambala.]

5. Teach the students to say [oluvannyuma]. They will wonderwhat it means.

6. Say [Ngoldkoka. Oluvannyuma / nnyambala, Oluvannyuma /ndya. + ekyenkya".1

7. Tell a student [Ogolokoka . Oluvannyuma / dkola-kin. Heshould answer [Oluvainnyuma / nnyambala.]. Continue askinghim [Oluvannyuma / okola-kifl until he has given all thesentences from Step 3.

8. Use the name of a member of the class. Teach the studentsto say:

/ agoldkoka.

Oluvannyuma / ayambala.

Oluvannyuma / alya*-1- ekyenkya'.

57


Oluvannyuma / agenda mu kibiina%

Oluvannyuma / ayiga + Oluganda.

Oluvannyuma / ava: mu kibiinae.

Oluvannyuma / adda eka%

9. Use the question [Oluvannyuma / akolaklY1 tostudents to recite the series of sentences in

10. Go through the following conversation with a

T: Ogolokoka. Oluvannyuma / oyambala?

S : Yee, oluvannyuma / nnyambala.

T: Oluvannyuma / olya: + ekyenkya: ?

S : Yee, oluvannyuma / ndya: ekyepkya:

(Be sure to ask your questions in such a waythe answers are affirmative.)

11. Go through the following conversation:

T: Ngolokoka. Oluvannyuma / nnyambala?

S : Yee, oluvannyuma / oyambala.

T: Oluvannyuma / ndyas+ ekyenkya%

S : Yee, olya ekyenkya. 2

etc.

Summary:

get theStep 8.

student:

etc.

that all of

This lesson presents a chain of actions des,Iribed in thepresent tense. This tense may be used to describe eithera customary action or an action going on at the time ofspeaking. The present tense is discussed in Ashton, p.123; Chesswas, par. 6. The affirmative indicative ofthe present tense has tone pattern FF (almsis, par. 28,and paradigms).


Glossary:

,kola (.koze')

. ambala (.ambadde)

. golokoka (.golokose.)

. 1ya. (.1idde)

. genda (.genze.)

. dda (.zze.)

. yiga (.yize°)

e.ky.e.n.kya.

0.1u.ganda (LU-N)

e.ki.biina (KI-BI)

e.ka.

o.lu.va.nnyuma

do, make

dress, put on clothing

wake up

eat

go

return

study

breakfast

Luganda language

class, classroom, crawdof people, society

home

afterwards, after

,

'01 o/erThe expression [lw'o=kugolokoka] consists of the connective[lwa] plus the form [okugolokoka]. The connective [lwa] inturn consists of the concordial prefix [lw], agreeing with[oluvannyuma], and [a] (See note on Lesson 11). The form[okugolokoka] is an infinitive, consisting cf the intialvowel [o], the infinitive prefix [ku], and the stem [golokoka].Concerning the hyphen with lack of word boundary, see Synopsis,par. 40.


LESSON 24

1. Teach in the manner of Lesson 23:

Ndya6+ ekyemisanw.

Nzira mu kibiina'.

Njiga + Oluganda.

Nva' mu kibiina'.

Nzira + eka'.

Nzannya.

Mpummula.

Nnaaba.

Ndya'+ ekyekiro%

Nnyumya ne mlkwano qvancle.

Neebaka.

2 Say [Olya + ekyemisanw. Oluvannyuma / okola-kifl, and goon through all the sentences in Step 1.

3. Say [Ndyaa+ ekyemisana Oluvannyuma / nkola-kin, and goagain through all the sentences in Step 1.

4. Say [Mulva'+ ekyemisana'. Oluvannyuma / mukola-kiflStudents reply [Oluvannyuma / tudda + mu kibiinw.] etc.

5. In the same way, ask [ alyam+ ekyemisana'. Oluvannyuma /akola-kifl and [ ne ba1va0+ ekyemisana'.01uvannyuma /bakola-kin.

6. Adk questions about all the activities that are in Lessons 23and 24. Questions may be in singular or plural, first, secondor third person.

7. Teach the students to pronounce the infinitives of all theverbs in Lessons 23 and 24.

8. Ask [Oluvannyuma 1Wo-kugolokoka / dkola-ki.fl and have astudent reply [Nnyambala.l. Ask [Oluvannyuma lw'o-kwambala /okola-kin, and so on through the entire action chain.

9. Proceed as in Ste) 8, except that this time the student'sanswers are of the form [Oluvannyuma lw'o-kugolokoka /nnyambala.].

60


Summary:

This lesson introduces some more actions in the chain thatwas begun in Lesson 23; and uses the infinitive form along-side the present tense.

glossary:

312-413 0 - Sfl - 7

. zannya (.zannye.)

.wummula (.wummudde)

. naaba (.naabye.)

nyumye (.nyumizza)

. eebaka (.eebase.)

e.ky.e.ki.ro (KI-BI)

e.ky.e.mi.sana. (KI-BI)

mu.kwano (MU-MI)

63.

play

rest

bathe

talk

go to sleep

evening meal

noonday meal

friend


LESSON 25


Let the students listen to the entire dialog on thetape once or twice. Or read it aloud to them onceor twice. Students' books should be closed at alltimes.

2. Pronunciation buildu s

Have the students repeat the following after youone line at a time. Be very careful of theirpronunciation. If necessary, repeat each linetwo or three times with each student.

B: Erinnya lyo / ggwl#ani% What's your name?

Nnakafeero Nndkafeero

nze # Nnakafeero I am iInakafeero

erinnya lvange my name

A: Erinnyalmarise nze # Nnakafeero. My name is Nnakafeero.

Kyaddondo Kyaddondo

eyo / Kyaddondo over at Kyaddondo

Nva' # eyo / Kyaddondo. I come from over atKyaddondo

era and

Era / nva. # eyo / Kyaddondo.

Ova Kyaddondo?

000:

And I come from over atKyaddondo.

do you come from Kyaddondo

Oh!

B: 000! Ova. Kyaddondo? Ooo. You come from Kyaddondo?

ssebo

yee

sir

yes

A: Yee ssebo. Yes, sir.

62


Hoima HoimaMunna- ofMunna-hoima of BoimaOli Munna-hoima you are of Hoima

*B: Oli Munna-hoima, oba / oli

Muganda?

A: Ndi Muganda.

Are you a Holman or aKampalan?

I am a Kampalan.

warg whereogenda you're goingnnyabo madamennyabo / ogenda-waY madame where are you goingkaakati now

B: Kaakati / nnyabo / ogenda-waf Now, Madame, where are yougoing?

Masaka Masakaeyo / Masaka over at Masakauenda I am going

A: Kaakati / uenda # eyo Masaka, Now, I am going over to Masaka,

bangemy

bakadde parentsku onku bakadde bange on my parentskulaba to see

kulaba + ku bakadde bange. to see my parents.

B: Ooo! Ooo.

A: Mmm. Mmm.

ddi whenOlidda you'll return

B: Olidda ddf

63

When will you return?


Lwokubiri Tuesday

ku Lwokubiri on Tuesday

inenda I am going

A: r,1rj enda kukcma+wo + ku Lwokubiri. I am going to return on Tuesday.

Glossary:

ba.kadde (MU-BA) parents

e.yo (demonst.) there

.1aba (.1abye.) see, visit

ddiY when

o.lw.o.ku.biri Tuesday

mu.nna (MU-BA) member of

NB One would not normally contrast the name of a city and thename -)f a kingdom, as was done bere between [Munnahoima]and [Muganda]. But if a Muganda hears that a person is aMunnahoima (i.e. a Hoima citizen), it is clear to him thatthat person is a Munyoro.

3. Translaticn

Tell the students what each line of the dialog means.Give them the Luganda one line at a time, and havethem give you the English. Then give them the Englishmeanings, and have them give you the Luganda. Do notspgand more than 10 per cent of the time on this step!

4. Role playing:


Choose two students and have them act out thedialog between themselves. The first time theyshould follow the dialog exactly as it is in thebook. Later, they should adapt it by using theirown names, and the places that they are really from


g Grammatical development.

A. Give the students a short sentence. Have one studentexpand it by adding [nnyabo] or [ssdbo] at the beginning.Have a second student expand it still further by adding[kaakati]. For example:

T:: Ogenda-waf

S1

: Nnyabo, ogenda-waY

S2

: Kaakati, nnyabo, ogenda-wa%

Some other short sentences that can be expanded in this wayare:

Erinnya lyo / ggw'anif

Ovewag(

Oteqedde?

Obeera.wa%

Oli Muganda?

B: This is another expansion drill. Give the students ashort sentence. The first expands it by adding [eyo],and the second expands it still further by adding[nnyabo] or [ssdbo] at the end. For example:

T : nrjenda Masaka.

Sl: Drjenda# eyo Masaka.

S2.

Drjenda# eyo / Masaka + ssebo.

Some additional short sentences for use in this way are:

Moenda Kyaddondo.

Tugenda Hoima.

Mbeera Kampala.

C. mikwano mikwano,gyo

bakadde bakadde bo

Mikwano gyo / babeera-wa%

Bakadde bo / babeer,..-wg%

NB [Mukwano] 'friend' takes MU-BA concords exceptin possessives, where it tak,ts MU-MI concords.Some speakers may however prefer [gibeera] herein place of [babeera].

65


LESSON 26

1. Teach the students to pronounce [essaawa]. Let them wonderwhat it means.

2. Draw a simple picture something like this:I

Y,

0=11

3. Point to the first dot and say [essaawa / emul. Have thestudents point and repeat. Go on one hour at a time allthe way through [essaawa / kkumi / na bbiri].

4. Give the hours in random order. Have the students point tothe appropriate dot in the picture.

5. Point to dots, and have the students name the hours.

6. Teach the students to say [essaawa / mmeka,21. Point to adot in the pir:ture and ask one of the students [Essaawa /mmekayl. If he does not understand you, he should repeatthe question so that you can answer it. Go on asking[Essaawa / mmeW Essaawa / mmeka # kaakati,?]

Go on in this way until the students can name the hoursquidkly, with good pronunciation, in any order.

66


Glossary:

.meka?' how many?

e.s.saawa (N) hour, watch, clock

e.mu. one

bbiri two

ssatu three

nnya four

ttaano five

mukaaqa six

musanvu seven

munaana' eight

mwenda' nine

kkumi ten

kkumi / n'emu eleven

kkumi / na bbiri twelve


LESSON 27

1. Perform one of the actions in Lessons 23-24. For example,pretend you are studying Luganda. Have a student ask you[Oyambala?]. Reply [Nedda, sambala; njiga Luganda.] Adka student [Oyambala?]. He should reply Tkedda, sambala;njig Luganda.].

2. In the same way, teach the first person singular negativeof all the expressions in Lessons 23 and 24.

3. Adk [Tugoldkoka + essaawe / musanvu?]. Students shouldanswer [Nedda, tetugolokoka + ssaawa/musanvu.] In thisway, practice first person plural negatives.

4. Mechanical Drill. (Use the name of a member o the class):

agoldkoka. Tagolokoka.

ayambala. TRyambala.

alya.+ ekyenkya. Talyw+ kyankya' .

agenda mu kibiina'. Tagenda + mu kibiina'.

ayiga + Oluganda. Tayksa.+ Luganda.

ava mu kibiinw. Tava:+ mu kibiina'.

adda + ekas. Tadda + kae.

alyae+ ekyemisana. Talyw+ kyamisana'.

azannya. Tazannya.

awummula. Tawummula.

anaaba. Tanaaba.

alyai+ ekyekiro% Talvae+ kyakiro'.

yeebaka. Teyedbaka.

First the student should learn to pronounce all the sentencesin this table, paying special attention to the tones.

Next, the teacher (or one student) should give a sentencefrom Column 1. A student should give the correspondingsentence from Column 2, with correct tones.

68


5. All the sentences in the chart of Step 4 are in the thirdperson singular. Change them to 1 pl. and go through thesame procedure.

6. In the same way, change all the verbs to 3 pl., and to 2 sg.Continue to be strict about the tones.

To the student:

The negative of the present tense is not new, having occurredalready in Lesson 9. This is the first time, however, thatit has occurred with verb stems of such different sizes andshapes. The stem tone of [lya.] in [talyb.'] is low while thestem tone of [tdvS..] is high fallincj. The first low tone in[tág(516koka] is on the fourth syllable, while in [1-..:iyáMbalà]it is on the third. This can be quite bewildering. Thealternatives are to give up entirely on trying to master verbstem tones, or to learn about the underlying regularities asthey are described in the Synopsis.

Optional Vocabulary: ACTIONS

Again, the teacher is invited to bring in vocabulary inenough situations so that the class remains interested,and feels that it is making good progress.

The basic question in this set of vocabulary supplementsis [Akola kiY] 'what is he/she doing' or 'what does he/shedo?' You may want to introduce it in a conversationalsetting such as the following:

T: Omusomesa akola ki? What does a teacher do?

S: Simanyi. Akola ki? I don't know. What does he do?

T Omusomesa asomesa.

S: (Repeats):Omusomesa asomesa.

69

A teacher teaches.

A teacher teaches.


SCHOOL: Activities

In the same way, introduce the following:

Asoma. He is reading / studying.

Awandiika. He writes.

Ayiga. He studies / is studying.

Abala. He counts.

Agolola omukono. He raises his hand.

Go through each of thee activities yourself. Ask[Nvola ki?]. Students should reply [Osoma.], etc.

PUBLIC TRANSPORT: Activities

Teach the following answers to [Akola ki?].Use pictures or have the students play imaginary roles.As far as possible, have the students demonstrate eachaction as they talk about it.

Avuga bbaasi.

Atunda tikiti.

Avunjisa sente.

Asiba bbaasi.

Agula tikiti.

Alinnya bbaasi.

He drives a bus.

He sells tickets.

He makes change.

He stops the bus.

He buys a ticket.

He rides the bus.

Go through each of these activities yourself. Adk[Nkola ki?]. Students should reply [Ovuga bbaasi.],etc.

FOOD: Activities

Teach the following answers to [AkolaUse pictures, or assign roles to students.Have them demonstrate each action as they talk about it.

Afumba. He cooks.

Ayoza ebibya. He washes.dishes.

Akoleeza omuliro. He lights the fire.

Ayera effumbiro. He sweeps the kitchen.

70


Ateeka essowaani mu kabada. He puts dishes in the cupboard.

Go through these activities yourself. Ask [Nkola ki?].The students should answer [Ofumba.], etc.

CLOTHING: Activities.

Teach the following answers to [Akola ki?].Use pictures or assign roles to students.Have them demonstrate each action as they talk about it.

Atunda engoye. He is selling clothes.

Agula. He is buying.

Ayoza engoye. He is washing clothes.

Atunga. He is sewing.

Agolola engoye. He is pressing clothes.

HOSPITAL: Activities

Teach the following answers to [Akola ki?].Use pictures or assign roles to students.Have them demonstrate each action as they talk about it.

Awonya. He heals.

Ajjanjaba. He nurses.

Alwala. He falls sick.

Akuula amannyo. He pulls teeth.

Akuba empiso. He is giving an injection.

71



A: Petero, okola ki?

Olya ekyenkya?

B: Nze ssirya kyankya, ndya

kyamisana na kyakiro.

A: Matayo akola ki?

B: Asomesa.

1111.1111711

Peter, what are you doing?

Are you eating breadfast?

I don't eat breakfast--

just lunch and dinner.

What is Matthew doing?

He is teaching.

A: Ooo, asomesa abayizi mu ssomero? 000, he is teaching students

ssomero? in school?

B: Yee.

A: Mwami Kato, obeera wa?

B: Mbeera Gulu, mu mambuka

ga Uganda.

A: Gulu nsi oba kibuga?

B: Kibuga.

A: Oli mutunzi wa ddagala?

B: Yee, ndi mutunzi wa ddagala.

A: Ooo.

B: Eee.

72

Yes.

Mr. Kato, where do you live?

I live at Gulu, in the North

of Uganda.

Is Gulu a country or a city?

It is a city.

Are you a seller of medicine?

Yes, I am a seller of medicine.

Hoho.

Yes.


LESSON 28





A: ssebo sir

gwl # ani + ssebo% you are who sir?

erinnya lyo your name

A: Erinnya lyo / ggwl # ani + ssebo% What's your name, sir?

Mukasa Mukasa

nze # Mukasa I am Mukasa

erinnya_Lyamm my name

B : Erinnya lvange / nze # Mukasa. My name is Mukasa.

A: Ooo. Ooo.

ggw' # anij you're who?

erinnya..1yo / ggwl # anjY your name you're who?

maama Madame

B : Maama / erinnya,lyo / ggwl # anir Madame, what's your name?

nze # Joan

A: Ervange / nze # Joan.

B: 000, Joan?

B : Mmm.

73

I am Joan

My name is Joan.

Ooo, Joan?

Dimm.


eryo that

erinnya + zzungu white man's name

ng'+erinnya + zzungu # eryo! How come, your name is awhite man's name!

Oli Muzungu. you are European

B: Ooo! Oli Muzungu; ngl+erinnya + Ooo. Are you a white man,

zzungu # eryo! how come that name is a

white man's name?

Mwa-mereka American

A: Ndi Mwa-mereka. I am an American.

B: Oli Mwa-mereka? You are an American?

A: Mmm. Mmm.

To the student:

The substitution-correlation drills under GrammaticalDevelopment illustrate concord with demonstratives ofthe [.no] series, and require the student to produceappropriate concordial forms of the adjectives whosestems are [zungu] 'European' and [lungi] 'good'. Fordetails on the demonstrative, see Ashton, p. 40 andcorresponding parts of chapters on other classes;Chesswas, par. 30 and corresponding parts of otherchapters. Certain consonant changes are discussed inAshton, Chapter 2.

In the sentences of these drills, the adjective is takingthe place of the main verb, and so has no initial vowel.See Ashton, index under 'Predication without a verb:adjectives'; Chesswas, par. 16.

GlossaLy:

.zungu (adj.)

nga+

74

European

(exclamation) how!


3. Translation.

Tell the students what each line of the dialog means.Give them the Luganda one line at a time, and havethem give you the English. Then give them the Englishmeanings, and have them give you the Luganda. Do notspend more than 10 per cent of the time on this step!

4. Role playing:


Choose two students and have them act out thedialog between themselves. The first time theyshould follow the dialog exactly as it is in thebook. Later, they should adapt it by using theirown names, and the places that they ara really from.


A. erinnyalyo

omuntu # ono

abantu 41- bano

ensi' # eno

ensi # zino

ekibuga # kino

ebibuga # bino

B. Erinnya lyoiddungi.

Ekibuga # kino / kirungi.

Essomero # lino / ddungi.

Ensi' # eno / nnungi.

'Your name is European.

Erinnya,lyo / zzungu.

Omuntu # ono / muzungu.

Abantu # bano / bazungu.

Ensi'# eno / nzungu.

Ensi' # zino / nzungu.

Ekibuga # kino / kizungu.

Ebibuga # bino/bizungu.

'How pretty your name is!

Nga + erinnyadlyo / ddungi!

Nga + ekibuga # kino / kirungi!

Nga + essomero # lino / ddungi!

Nga + ensi° # eno / nnungi!

NB In the new orthography, [nga] as used in exclamationsis not to be rewritten as [ng'].

75


LESSON 29

1. Point to the clock. Go through conversations like thefollowing:

T (pointing to clock): Essaawa / mmeka # kaakati/

S : Essaawa / munaana%

T: Tukola-ki # essaawa / orounaanam$

S : Essaawa / omunaanae/ tudda + mu kibiina'.

Continue this kind of conversation until each student has beenasked about L. or 5 hours.

2. Have the students question and answer each other in this way.

3. Continue to point at the clock. Go through conversationslike the following:

T (pointing to clock): Essaawa / mmeka # kaakati?

S : Essaawa munaana%

T: Twebaka / essaawa / munaaneY

S : Nedda, tetwebaka + ssaawa / munaana%

T: Twebaka / essaawa / mmeka?

S : Twebaka / essaawa / ttaano.

76


To the student:

This lesson is about the perfective tense. Isolatedexamples of this tense have appeared in earlier lessons:[ntegedde] have understood', [osiibye'l 'you havespent the day'. The most dbvious problem with thistense is that it uses a different form of the stem.The perfective stem is dhown in ( ) in the glossaries.For details on the non-tonal part of this stem, seeAshton, p. 123, 150-2; Chesswas par. 39-42. The keyto the tones is the FM pattern (S no sis, par. 29 andrelevant part of the verb paradigm

312-413 0 - 68 - 8 77


1. Pronunciation practice:

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

essaawa

/ ssatu

/ ssatu

/ ssatu

/ ssatu

/ sqatll

/ ssatu

/ ssatu

/ ssatu

/ ssatu

/ ssatu

/ ssatu

/ ssatu

/ nnya.

LESSON 30

ne ddakiika

ne ddakiika

ne ddakiika

ne ddakiika

ne ddakiika

n'ekitundu

ne ddakiika

ne ddakiika

ne 001kiika

ne adikane ddakiika

zennyini

/ ttiajAlla

/ kkurni

kkumi na_ItAana/ arnakumi abiri

/ arnakurni abiri + mu ttaano

/ amakumi

/ amakumi

/ amakumi

/ amakumi

/ amakumi

asatu + mu ttaano

/ ana.

/ am. + mu ttaano-/ ataano

/ ataano / mu ttaano

13

2. Use Picture A to teach half hours, and Picture B to teachfive minute intervals.

78

LUGANDA BASIC COTIRSE

3. Give the following to the students as dictation:

Glossarz:

2:30 5:25 12:35

4:05 5:30 12:40

4:10 11:30 6:40

4:25 11:35 6:45

7:45 2:00

7:50 2:05

1:50 3:00

1:55 9:30

e.d.dakiika (N) minute or minutes

na (connective used in numbers 11-19)

mu (connective used in numbers 21- )

79


LESSON 31


Let the students listen to the entire dialog on thetape once or twice. Or read it aloud to them onceor twice. Students' boOks should be closed at alltimes.

2. Pronunciation buildupjs:


ggw'# ani + ss_e)Do?

A: Erklnya.,1y2/4gwl # a4 ssebo?

nze # Mukasa

B: Erinnya lvancle / nze # Mukasa.

ludda

ludda+wAY

ewammwe

ewammwe ludda+wa,

A: Ggwe MUkasa? Ewammwe /

ludda+waY

nle Kampala

kumpi / n'e Kampala

awo

Kyebando

ewaffe / Kyebando

B: Ewaffe / Kyebando # awo /

kumpi / n'e Kampala.

80

you're who, sir?

What's your name, sir?

I am Mukasa

My name is MUkasa.

direction

what direction

your home

your home is in whatdir=ction?

You're Mukasa? Where isyour home?

at Kampala

near t Kampala

over at

Kyebando

my home is at Kyebando

My home is at Kyebando, justnear Kampala.


ssebo sir

mulimu+ki$ what kind of work

okola you do

okola + mulimu+ki% you do what kind of workA: Okola + mulimu+ki+ssebo, What's your occupation, sir?

Kibuli

ly'e Kibuli ofi,Klbult

mu ssomero lyle Kibuli in their'school of Kibuli4,

nsomesa I-teachB: Mmm nsomesa mu ssomero lyle I taach at Kibuli School

Kibuli.

kya kumekal

mu kibiina'

mu kibiina° kya kumeka?

osomesa Kibuli

A: Osomesa Kibuli + mu kibiinae

kya kumekgf

of how many

in class

in what class

you teach at Kibuli

What class do you teach atKibuli?

omusanvu seven

eky' o-musanvu seventh

B: Mu kibiina' + ky'o-musanvu. (In) the seventh grade.

mu kibiina in class

bamekgf how many

abaana / bameka% how many children?

olina you haveA: Olina + abaana / bameka + mu How many children do you have

in the class?

ataano five

amakumi / ataano five tens

kumpi / amakumi / ataano almost five tens

nnina + abaana I have childrenB: Nnina + abaana / kumpi / I have almost fifty children.

amakumi / ataano.

A: 000! 000!

B: Mmm. Mmm.81


To the student:

The word [ewammwe] is built on the possessive stem [.ammwel'your (p1.)7--Trie concord [w] has to do with location. Sincethe possessive does not follow a noun, it is pronounced as aseparate word, and can have the initial vowel [e]. The wholeword means something like 'at your (place)'. Compare French'chez vous'.

The word [awo] 'there is a demonstrative of the [o] series.It is in the same locative class as [ewammwe]. The word [wano]'here' is the demonstrative of the [no] series for this samelocative class.

Ordinal numeral constructions are formed by using the connective(see Lesson 11). The construction that corresponds to 'first'is literally 'of beginning'. It does not contain the stem for'one'. In 'second' through 'fifth' an extra [ku] stands betweenthe connective and the numeral stem. See Ashton p. 52,386;Chesswas, par. 191-5.

Glossary: lu.dda (LU-N) direction, side

o.mu.limu (MU-MI) work

o.mu.somesa (MU-BA) teacher

e.s.somero (LI-MA) school

teach.somesa" (.somesezza)

3. Translation

Tell the students what each line of the dialog means.

Give them the Luganda one line at a time, and have

them give you the English. Then give them the Englidh

meanings, and have them give you the Luganda. Do not

spend more than 10 per cent of the time on this step!

. B212_2LIILEU:

Take the part of the first speaker in the dialog.

Turn to a student and say the first line. He

should reply with the second line. Continue in

this way until you reach a good stopping place.

Choose two students and have them act out the

dialog between themselves. The first time they

should follow the dialog exactly as it is in the

book. Later, they should adapt it by using their

own names, and the places that they are really from.

82



emu4 mu

bbiri 121 mu

ssatu '3' mu

nnyaL '4' mu

ttaano '5' mu

mukaaqa '6' mu

musanvu '7' mu

munaana: '8' mu

A

kibLin + erinnya +

+ eky'

k ib 2:z + eky 1 oku s a tu .

eky'okuna:

kibLi.ina+ eky'81(Zitn8.

ery'Lit..-kils.122k6

,zrinnya + ery'actibiri.

, .erinnya + ery'okusatu.

erinnya + ery'ckuna

erinnya + ery'OkUtn&

eky'Cltiiikqg. eripnya +

+ eripnya +

kibiina: + eky'OmilnAAni.. eripnya +

mwenda' '9' mu kibiina + eky'Omwerida'.

kkumi '10' mu kibiinam+ eky'akml.

ery'6mfini4ni'

erinnya + ery'Omwerida'.

erinnya +

Ekibiinaltyammwe / kiri ludda+waY

Ekyaffe / kiri # wano.

Ekyammwe / kiri ludda+waY

(Go through the same three-line dialog using the followingin place of (ekibiinal: (essomero, omusomesa, bakadde,mikwano, omulimu, omwana, abaana].)

83


LESSON

1. Pronunciation ractice:

essaati empale

ekiteeteevi ekitabo

enku.(u)fiira emmeeza

engatto entebe

ekkalaamu olubaawo'

oluggi ennoni

eddirisa

2. Teach the question [Kiki #.kino?]

3. Ask a student [Kiki #.kino?] If he doesn't understand, heshould repeat the question to you. You can then answer it:[Ssaati.] etc. Immediately ask the student the question,and have him give you the answer. In this way, teach themeanings of all the nouns in Step 1.

4. Let the students ask you [Kiki # kino?] Allow them to getnew nouns that are not in the above list.

5. Teach the sentences [Mpa + (ennoni).] Use it to ask studentsto hand things to you, and have them use it.


Glossary:

what

e.s.saati (N) shirt

e.ki.teeteeyi, (KI-BI) skirt, dress

e.n.ku(u)fiira (N) hat(s)

e.n.gatto (N) shoes(s)

e.k.kalaamu (N) pencil(s)

o.lu.ggi (LU-N) door

e.d.dirisa (LI-MA) window

(e.m.pale)

e.n.wale (N) trousers

e.ki.tabo (KI-BI) book

e.m.meeza (N) table

e.n.tebe (N) chair

o.lu.baawo (LU-N) board

e.n.noni (N) chalk

wa° (,wadde) give

mpa. give me

Sample of free conversation

A: Okero, essaawa mmdka? Okero, what time is it?

B: Essaawa nnya n'ekitundu. Ten thirty,

A: Okola ki? What are you doing?

B: Ntunga ssaati ya Nyai. I am sewing Nyai's shirt.

A: Oli mutunzi wa ngoye? Are you a tailor?

B: Eee. Ntunga empale, essaati, Yes. I make shirts, jackets,

ekkooti n'ebiteeteeyi. and dresses.

A: Ooo. Kirungi. Hobo. Good.

B: Mmm. Mmm.

85


LESSON 33

1. Take your shoe off and put it on. Do this several times.Each time as you are putting it on, say [Nnyambala + engatto.].Let the students practice saying it with you.

2. Finally, leave your shoe on, stand up, and say [Nnyambadde +engatto.]. Have a student say [Oyambadde + engatto?-77--Tjplyto him [Yee, nnyambadde + engatto.].

3. Have each student point to his own feet and say [Nnyambadde +engatto.].

4. Take your own shoe off again. As you are putting it badk on,have a student ask you [Okola-kigl. Reply [Nnyambala +engatto.]. Then have one student at a time remove a shoe.As he is putting it back on, ask him [Okola-kigl, and heshould reply [Nnyambala + engatto.]

5. Take your shoe off, put it on, and stand up. Have a studentask you [Okoze.-kifl, and you reply [Nnyambadde + engatto.].In the same way, have individual students remove their shoesand put them on again, while reciting [Nnyambala + engatto.].After they have done so, ask each one [Okoze--kigl, and theyshould reply [Nnyambadde + engatto.].

6. Have individual students pantomine the actions that weretaught in Lessons 231 24. As they do so, ask [Akolaand have the students answer you. When the student who ispantomining the action has finished, ask [Akoze--kigl.Students will probably have to repeat the question back toyou the first time, so that you can reply [Alidde + ekyenkya'.],[Agenze6+ mu kibiina'.], etc. Continue until the students canreply without prompting to the question [Akoze--kigl.

7. The short sentences in this drill are arranged in sets offour:

A third person singular present C. third person singular perfective

B. third person plural present D. third person plural perfective

Go through the entire exercise in each of the following ways:

Cue from teacher Response fromor first student student

1. A

2. B A

3.

4.

86


Cue from teacher Response fromor first student student

A

6. c A

7.8.

Ayambala. Ayambadde.

Bambala. Bambadde.

Alyag+ ekyenkya . Alidde + ekyenkya%

Balva*+ ekyenkya'. Balidde + ekyenkya'.

Agenda + mu kibiina'. Agenze'+ mu kibiina'.

Bagenda + mu kibiina'. Bagenze.+ mu kibiina'.

Ave + mu kibiina'. Avudde + mu kibiina'.

Bava' + mu kibiina'. Bavudde + mu kibiina*.

Adda + ekw.

Badda + eka .

Azze + eka'.

Bazze + eka'.

Awummula. Awummudde.

Bawummula. Bawummudde.

Yeebaka. Yeebase.

Beebaka, Beebase.

8. This drill is in the form of three-line conversations. Theclass should practice the sentences first by repeating thesentences aloud after the teacher. Then individual studentsmay take roles A and B.

A B to A A to B

Ngolokoka. Ogolokose? Ngolokose.4

Nnyambala. Oyambadde? Nnyambadde.

Ndya'+ ekyenkya% Olidde ekyenkya? Ndidde + ekyenkya%

Drjenda 4. mu kibiina. Ogenze mu kibiina? Drjenze + mu kibiina..

Njiga + Oluganda. Oyize Oluganda? Njize + Oluganda.

Nva' 4- mu kibiina'. Ovudde mu kibiina? Nvudde + mu kibiina%

Nzira + eka'. Ozze eka? Nzize + eka'.

87


A

Tugolokoka.

Twambala.

Tulya"+ ekyenkya'.

Tugenda mu kibiina'.

Tuyiga + Oluganda.

Tuva + mu kibiinas.

Tudda + eka'.

A

A1ya°4. ekyemisana'.

Adda + mu kibiina'.

Azannya.

Awummula.

Alyw+ ekyekirw.

Anaaba.

Anyumya.

Yeebaka.

B to A

Mugolokose?

Mwambadde?

Mulidde ekyenkya?

Mugenze mu kibiina?

Muyize Oluganda?

Muvudde mu kibiina?

Muzze eka?

B to A

Alidde ekyemisana?

Azze mu kibiina?

Azannye?

Awummudde?

Alidde ekyekiro?

Anaabye?

Anyumizza?

Yeebase?

A B to A

Balyw+ ekyemisana'. Balidde ekyemisana?

Badda ± mu kibiina% Bazze mu kibiina?

Bazannya. Bazannye?

Bawummula. Bawummudde?

Balya+ ekyekiro". Balidde ekyekiro?

Banaaba. Banaabye?

Banyumya. Banyumizza?

Beebaka. Beebase?

A to B

Tugolokose'.

Twambadde.

Tulidde + ekyenkya'.

Tugenze°+ mu kibiina%

Tuyize'+ Oluganda.

Tuvudde + mu kibiina°.

Tuzze + eka'.

A to B

Alidde + ekyemisana'.

Azze + mu kibiina".

AzannywAwummudde.

Alidde + ekyekiro'.

Anaplyef.

Anyumizza.

Yeebase°,

A to B

Balidde + ekyemisana'.

Bazze + mu kibiina'.

Bazannye'.

Bawummudde.

Balidde + ekygkiro'.

Banaabye*.

Banyumizza,

Beebase',

Summary:

This lesson introduces the perfective tense, which makes useof the modified form of the verb stem. It is very important tolearn this form of the stem, in addition to the unmodified formthat is used in the present tense. For that reason, this lessoncontains a large amount of drill in switching between modifiedand unmodified stems.

88


LESSON 34




Have the students repeat theone line at a time. Be verypronunciation. If necessarytwo or three times with each

ssebo

btyd+hne)

Osiibve otya+nno%

A: Osiibve% otya+nno + ssebo%

maama

bulungi

B : Bulungi + maama.

A: Mmrn.

B : Osiibye: otya+nnoY

A: Bulungi.

B: Mmm.

A: Mmm.

nnyabo

ova'

Ovew2yB : Ova w ± nnyaboY


, repeat each linestudent.

sir

how are you

how have you spent theafternoon

How have you spent theafternron, sir?

madame

well

Well, madame.

Mmm.

How have you spent theafternoon?

Well.

Mmm.

Mmm.

89

madame

you come from

where do you come from

Where do you come from, madame?


mu A-mereka in America

nva' I come from

A: Nva' mu A-mereka. I come from America.

Mwa-mereka%

oli

B: Ooo! Oli Mwa-mereka?

an American

you're

Ooo. You are an American?

A: Yee. Yes.

mu A-mereka in America

mu kitundu+ki + mu in what part of America

A-mereka?

ova' you come from

B: Ova' mu kitundu+ki + mu What part of America do youc

A-merekaYome from?

kusomesa to teach

kuno here

najja # kuno / kusomesa I came here to teach

era /

nva / mu Washington I came from Washington,D.C.

Nva / mu Washington, era / I come from Washington, D.C.;I came here to teach.

najja kuno / kusomesa.

musomesa? teacher

oli you're

B: 000! Oli musomesa? Ooo. You are a teacher?

A: Mrnm

wa%

osomesas

B: Osomesa'wg

where

you teach

Where do you teach?

Gayaza [Ggayaaza] Gayaza

nsomesa* I teach

A: Nsomesa' Gayaza. I teach at Gayaza.

90

LUGANDA BASIC COURSE,MMIIMEMOMIP

Gayaza?

osomesa?

B: Ooot Osomesa / Gayaza?

Gayaza

you teach

000. You teach at Gayaza?

A: Mmml. Mmm.

3. Translation: (RM bp needed for only a few of the lines).

4. Role playing:

Should concentrate on only one section of the dialogat a time. Insist that the students do each sectionsmoothly and correctly, but do not require them tocombine the sections.

5. Personal suldect_212fixes with the two verbs used in greetings.

The verbs in Column B are in the perfective tense,while those in Column C are in the near past tense.Practice the exercise by repeating the sentencesaloud afterin each of

the teacher. Then go through the exercisethe following ways:

Cue Response

1 A B

2 B A

3 A C

4 B C

5

Books should remain closed.

A

ggwe Osiibye otya+nnoY

mmwe Musiibve: mutya+nnoY

omusomesa Asiibve' atya+nnoY

abaana Basiltm: batya+nnoY

nze Nsiibve* bulungi.

ffe Tusiibve* bulungi.

91

otyannoY

mutyannoY

atyannoY

batvannoY

bulungi.

bulungi.

Wasuze°

MwAsuze°

Yasuze:

Baasuze°

Nasuze:

Twasuze°


6. This looks like a series of conversations. It is only adrill, however, because the responses are all fixed, with

no chance for the student to vary his answers accordingto what is in fact true. Notice that each present tenseconversation is matched by an equivalent conversation inthe perfective tense. Practice first by repeating aloudafter the teacher. Books should remain closed most of

the time.

Okuyiga (-yize)

A (to B): Njiga + Oluganda. Njize.+ Oluganda.

B (to A): Oyiga + Oluganda? Oyize.+ Oluganda?

A (to B): Yee. Yee.

B (to C): (Mary) ayiga + Oluganda. (Mary) ayizea+ Oluganda.

C : Ooo! Kirungi. Ooo! Kirungi.

okuyigiriza (-yigirizza)

A (to B): Njigiriza + abaana. Njigirizza + abaana.

B (to A): Oyigiriza + abaana? Oyigirizza + abaana?

A (to B): Yee. Yee.

B (to C): ayigiriza + abaana. ayigirizza + abaana.

C : 000! Kirungi. Ooo! Kirungi.

okudda (-zze)

A2B (to C): Tudda + mu kibiina:.

C (to A2B): Mudda + mu kibiina'?

A2B (to C): Yee.

C (to D): ne _badda + mu kibiina'.

D : 000! Kirungi.

Tuzze + mu kibiina..

Muzze + mu kibiina.?

Yee.

ne bazze + mu kibiine.

Ooo! Kirungi.

92


okuggula (-ggudde)

A2B (to C): Tuggula + oluggi.

C (to A2B): Muggula oluggi?

A2B (to C): Yee.

C (to D): ne _baggula + oluggi.._.

D (to C): Ooo! Nga + kirungi!

Tuggudde + oluggi.

Muggudde + oluggi?

Yee.

ne baggudde + oluggi.

000! Nga + kirungit

okutuula ( -tudde)

A2B (to C):

C (to A2B):

A2B (to C):

C (to D):

D (to C):

TuAlaula + ku ntebe.

Mutuula + ku ntebe.

Yee.

ne _batuula + ku ntebe.

Ooo! Nga + kirungi.

Tutudde + ku ntebe.

Mutudde + ku ntebe?

Yee.

ne batudde + ku ntebe.

coo! Nga. + kirungi.

okwebaka (-eebase)

A2B (to C): Twdbaka mangu. Twebase mangu.C (to A2B): Mwebaka mangu? Mwdbase mangu?

[-

A2B (to C): Yee. Yee.

C (to D): ne mangu. beebase mangu.D (to C):

_bedbaka000! Kibi. 000! Kibi.

The remaining drills in this series introduce the perfectivenegative forms of the same verbs.

312-413 0 - 68 - 9 93


okwambala (-ambadde)

A (to B): Sambala + ngatto. Sambadde + ngatto.

B (to A):rnToyambala + ngatto? Toyambadde + ngatto?

A (to B): Nedda. Nedda.

B (to C): (Mary) tayambala + ngatto. Mary/tayambadde + ngatto.

C : Ooo! Nga + kitalo! 000! Nga + kitalo!

okutegeera (-tegedde)

A (to B): Sitecieera + bulungi. Sitegedde + bulungi.

B (to A): Totecieera + bulungi? Totegedde + bulungi?


B (to C): (Jdhn) tatecleera + bulungi. tategedde + bulungi.

C : Ooo! Nga + kitalo! Ooo! Nga + kitalo!

okubeera (-badde)

A (to B): Sibeera + mu kibuga. Sibadde + mu kibuga.

B (to A): Tobeera + mu kibuga? Tobadde + mu kibuga?


.8 (to C): tabeera + mu kibuga. tabadde + mu kibuga.

C : 000! Nga + kitalo! 000! Nga + kitalo!

1

okulya (-lidde)

A (to B): Sirya:+ kyankya'. Siridde + kyankya'.

B (to A): Tolyaa+ kyankya'? Tolidde + kyankya'?


B (to C): (Bill) talyw+ kyankya', talidde + kyankya'.

C : Ooo! Nga + kitalo! Ooo! Nga + kitalo!

94

1


okunywa' (-nywedde)

A (to B): Sinywa6+ kaawa.

B (to A): Tonywa'+ kaawa?

A (to B): Nedda.

B (to C): tanywa'+ kapwa.

C : 000! Bambi!

Sinywedde + kaawa.

Tonywedde + kaawa?

Nedda.

tanywedde + kaawa.

Ooo! Bambi!

okuwummula (-wummudde)

A2B (to C): Tetuwummula.

C (to A2B): Temuwummula?

AIB (to C): Nedda.

C (to D): ne tebawummula.

D : 000! Nga + kitalo!

Tetuwummudde.

Temuwummudde?

Nedda.

ne tebawummudde.

000! Nga + kitalo!

okuyigiriza (-yigirizza)

A2B (to C): Tetuyiqiriza.

C (to A2B): Temuyiqiriza?

A2B (to C): Nedda.

C (to D): ne tebayiqiriza.

D : Ooo! Nga + kitalo!

Tetuyigirizza.

Temuyigirizza?

Nedda.

ne tebayigirizza.

Ooo! Nga + kitalo!

okwebaka (-eebase)

A2B (to C): Tetwebaka + misana'.

C (to A2B): Temwebaka + misana'?

A,B (to C): Nedda.

C (to D): ne tebeebaka misana.

D : Ooo! Nga + kitalo!

Tetwebase'+

Temwebase'+ misana'?

Nedda.

ne tebeebase' + misana%

000! Nga + kitalo!

95


Glossary.r.

e.ki.tundu (KI-BI)

o.mu.somesa (MU-BA)

ku.no

.jja (.izze)

era

kitalo!

Nga+kitalo!

kirungi

Nga+kirungi!

bambi!

96

part, half, district

teacher

around here

come

and, also

pity!

What a pity!

it is nice

How nice!

pity


LESSON 35

1. Have the students use the question [Kiki 4Lkino?] in orderto learn the following nouns:

ekkalaamu

ekitabo

essaawa

ensimbi

ensawo

ekifaananyi

ebbaluuwa y'ekkubo

empeta

In answer to the question [Kiki # kino?], these words willof course be used without initial vowel.

2. Point to your own watch. Say [Nnina + essaawa.], andimmediately ask a student who has a watch Taina + essaawa?].He should reply [Yee, nnina + essaawa.]. Do the same withall the dbjects listed in Step 1.

3. Remove your own watch, put it aside, and say [SirinaOr use the name of some other object that you do notas [Sirina nsimpi.] Have a student ask you .[Olina. +and reply [Nedda, sirina + ssaawa.]

4. DRILL: Affirmative vs. negative, 'have%

essaawa Olina ± essaawa?

omwana Olina + omwana?

abaana Olina + abaana?

omusomesa Olina + omusomesa?

ensimbi / Olina ensimbi /

nnyingi nnyingi?

empeta Olina + empeta?

97.

+ ssaawa.]have, such(essaawa)?],

Sirina + ssaawa.

Sirina + mwana.

Sirina + baana.

Sirina + musomesa.

Sirina + nsimbi/

nnyingi.

Sirina + mpeta.


5. DRILL: Person and number in negative statements.

Sirina + nsimbi / nnyingi.

Talina + nsimbi / nnyingi.

empeta Talina + mpeta.

ffe Tetulina + mpeta.

ebbaluuwa zlekkubo Tetulina + bbaluuwa za kkubo.

bo Tebalina + bbaluuwa za kkubo.

abaana Tebalina + baana.

ggwe? Tolina + baana.

essaza Tolina + ssaza.

mmwe? Temulina + ssaza.

6. Ask the students [Olina (essaawa)?], using the names of asmany objects as they know. They should answer affirmativelyor negatively, whichever is true.

7. Practice with the question [(John) alina + (essaawa)?].Answers should again be either affirmative or negative,whichever is true.

Summary:

This lesson introduces the negative present forms of 'have'.Take all opportunities, outside of class as well as in, toask people in Luganda whether they have this or that.

To the student:

This word that is translated 'have' is derived from a phrasemeaning 'be with'. It is pronounced as a single word in

modern Luganda, however.

98


Glossary:

e.s.saawa (N) hour, clock

e.n.simbi (N) money

e.n.sawo (N) bag, podket

e.ki.faaaanyi (KI-BI) picture

e.b.baluuwa y'ekkubo (N) passport

e.m.peta (N) (stem [.weta]) ring

99


LESSON 36

1. Give the stu ents practice in pronouncing the followingsentences:

Mu kibiina*# kino mulimu (ermeeza).

Ku (mmeeza) # eno / kuliko + (ensimbi).

Mu kibiina'# kino / mulim + (entebe) / (ttaano).

Using gestures, teach the students the meanings of the abovesentences. Make some additional true statements by substitutingother words for the words in ( ). Have the studentsrepeat these statements after you. Ask [Mutegeddefl to besure that they understand each sentence that they repeat.

3. Ask questions of these kinds:

Mu kibiina'# kino / mulimu + (essaawa)?

Mu kibiina'# kino / mulimu + (essaawa) / mmeka#

Ku mmeeza # eno / kuliko (ebitabo)?

Ku mmeeza # eno / kuliko <ebitabo bi)melr_#

4. DRILL: Affirmative vs. negative 'there is'

entebe

'There is one chair 'There aren't manyinside.' chairs inside.'

Mulimu + entebe / Temu-li + ntebe /

nnyingi.

ekifaananyi Mulimu + ekifaananyi / Temu-li + bifaananyi /

kimu', bingi.

ebbaluuwa Mulimu + ebbaluuwa / Temu-li + bbaluuwa /

emu', nnyingi.

abantu Mulimu + omuntu / Temu-li + bantu /

omu', bangi.

omulimu Mulimu + omulimu / Temu-li + mirimu /

gumu'. mingi.


5. Continue with questions like the ones in Step 3, but addquestions like:

Olina + ensimbi?

Olina + ekkalaamu / mmeka#

Tulina + essaawa?

0ohn) / alina + ekitabo?

The students' answers should be factually true, as well asgrammatically correct.

Summary:

'Havel with'there is /outside, toarticles.

To the student:

11MIm

locative subject prefixes is commonly translatedare'. Take every opportunity, both in class andcomment on the presence or absence of various

In [mulimu], the first [mu] is a subject prefix of oneof the 'locative' classes. These classes, as their nameindicates, have to do with locations, rather than withthings. The [mu] class has to do with location insideof something. Similarly, the [km] in [kuliko] is thesubject prefix for a locative class which in Lugandastands for specific location, often on something. SeeAshton, p. 249-50; Chesswas, chapter XIV.

The final enclitics [mu] and rko] of course representthe same classes as their respective subject prefixes.They are found only in the affirmative.

Glossary:

Compare:

. lina (.badde no) have

. 1i ne be with

101


LESSON 37


Let the students listen to the entire dialog on theta?e once or twice. Or read it aloud to them onceor twice. Students' books dhould be closed at alltimes.

2. Pronunciation buildms.

Have the students repeat theone line at a time. Be verypronunciation. If necessarytwo or three times with each

ekibiina'

mu kibiina'

mu kibiin.a'kyo

abaana

abaana / bamekg

olina + abaana / bameke

A: Olina + abaana / bameka + mu

kibiina'kyo?

amakumi / asatu three tens

abaana amakumi / asatu. thirty children

B: Nnina + abaana / amakumi asatu. I have thirty children.


, repeat each linestudent.

class

in class

in your class

children

how many children

how many cnildren doyou have

Now many children do you havein your class?

A: Ooo! Bangi!

B: Bangi.

abalenzi

nla-balenzi

abawala n'a-balenzi

osmesa + abawala /

nlabalenzi?

102

Ooo. They,'re many!

They are.

boys

nnd boys

girls and boys

do you teach girls andboys?

LUGAND,, BASIC COURSE

bawala

Bonna / bawala?

A: Bonna / bawala, oba / osomesa +

abawala / n'a-balenzi?

B: Bonna / bawal.a.

A: Bawala beereere?

B: Mmm.

A: Ooo!

girls

are all of them girls?

Are all of them girls, or doyou teach girls and boys?

Pll of them are girls.

Girls only?

Mmm.

Ooo.

3. Translation.

4. Role playing.

5. DRILL: Concord of numerals with nouns.

A

abaana

abawala

abalenzi

entebe

emmeeza

ebitabo

enguudo

ebibiina'

ama-terekero

6. DRILL:

ekkalaamu

ebitabo

ekyenkya*

engatto

entebe

essaawa

Mul3rnu + abapna / kkmmi + na babiri, Ooo! Bangi!

MRlimu + abawala / kkumi + na babiri. 000! Bangi!

Mul imu + abalerzi / kkumi + na babiri. 000! Bangi!

Mulimu + entebe kkumi na bbiri. Ooo! Nnyingi:

Mal irnu + emmeeza / kkmmi + na bbiri. 000! Nnyingi!

Mal irnu + ebitabo / kkmmi + na bibiri. 000! Bangi.

Mul imu + enguudo / kkmmi + na bbiri. Ooo! Nnyingi!

Mul irnu + ebibiina / kkmmi na bibiri. 000! Biagi!

Mulimu amateyekero / kkunii + n'abiri. 000! MaRgi!

Concords involving [-onna] 'all'

Ekkalaamu # zonna / ziri ku mmeeza?

Ebitabo # byonna / biri ku mmeeza?

Ekyenkya* # kyonna / kiri kt mmeeza?

Engatto # zonna / ziri ku mmeeza?

Entebe # zonna / ziri ku mmeeza?

Essaawa # zonna / ziri :;12 mmeeza?

103


7. The students, with the help of their instructor, shouldassemble a list of the forms of [-ereere] that agreeconcordially with eadh of the following nouns: [abantu )

emmeeza, emigga, ensimbi, ebifaananyi, amakolero].

glossary:

o.mu.wala (MU-BA) girl

o.mu.lenzi (MU-BA) boy

.onna all

.ereere barely, only, empty

104


LESSON 38

This lesson is based on a short monolog about Kampala.Three slightly different versions of the monolog are onthe tape:

1. Listen to these monologs straight through, just to seehow much you can understand.

2. Next, learn the following short sentences. Practicethem until you can give them easily and correctly inresponse to the English translations.

a. Kampala / kibuga. Kampala is a city.

b. Kye kibuga + dkikulu + nu Uganda. It is the capital cityof ('in') Uganda.

c. Kampala / kiri mu Buganda. Kampala is in Buganda.

d. Kiri mu makkati ga Uganda. It is in the centre ofUganda.

e. Kirimu, + abantu / bangi + Therein are many different

ab'enjawulo.people.

f. Bava' mu mawanga / mangi. They come from many tribes.

g. Buganda / ggwanga. Buganda is a tribe.

h. Bunyoro ne Ankole / mawanga. Bunyoro and Ankole aretribes.

i. Abantu / bangi / babeera mu Many people live inKKampala. ampala.

j. Bakola + emirimu / mingi + They do many different[kinds of] work.

egylenjawulo.

k. Babajja. They do crpentery.

1. Bazimba. They do building.

m. Bakola + emirimu + egylpmu pfiisi. They do office jobs.

n. Mulimu + ofiisi / nnyingi. There are many offices.

o. Mulimp + ebitona9le / bingi. There are many departments.

105

LUGANDA BASIC COURSE=11111MMEMIN

3. Listen again to the first version of the monolog andanswer the following questions asked by the instructor.Students' books should remain closed.

1. a. Kampala kibuga?

b. Kampala nsi?

c. Kampala kye ki?

2. a. Kampala kye kibuga ekikulu mu Uganda?

b. Kampala kye kibuga ekikulu mu nsi ki?

3. a. Kampala kiri mu kitundu kya Buganda?

b. Kampala kiri mu kitundu ki mu Uganda?

Kampala kye ki?

4. a. Kampala kiri mu makkati ga Uganda?

b. Kampala kiri ludda wa?

c. Kampala kye ki?

5. a. Kampala kirimu ahantu bangi ablenjawulo?

b. Kampala kirimu abantu ba ngeri ki?

c. Kampala kye ki?

6. a. Abantu b'omu Kampala bava mu mawanga mangi?

b. Abantu blomu Kampala bava wa?

c. Kampala kye ki?

7. Buganda ggwanga?

b. Buganda kibuga?

C. Buganda kye ki?

8. a. Bunyoro ne Ankole mawanga?

b. Bunyoro ne Ankole bibuga?

C. Bunyoro ne Ankole kye ki?

9. a. Abantu bangi babeera mu Kampala?

b Abantu bameka ababeera mu Kampala?

106

LUGANDA BASIC COURSE,MINIM=11111IMMENIM Immmi

10. F. Bo bakola emirimu mingi egy'enjawulo?

b. Bo bakola mirimu ki?

11. a. Babajja?

b. Bakola ki?

a. Bazimba?

b. Bakola ki?

13. a. Bakola emirimu egy'omu ofiisi?

b. Bakola ki?

14. a. Mulimu ofiisi nnyingi?

b. Mulimu ofiisi mmeka?

15. a. Mulimu ebitongole bingi?

b. Mulimu ebitongole bimeka?

4. Dictation: Before looking at the following text, listento the second version of the monolog and tryto write it down. Then check yourself bylooking at the printed version.

1(4n/lal / ky kibtWa + :;kik.U.1U + rriu T`Jga'rid./ // / / / 1/Uganda, mu nsi + Buganda + mu makkati ga Uganda.

idd-m6 + / / /,AbiTy6rO, AbnyickOle, nvilbeeru;

ne+ AlazI/urig`u / / nq-1311. 'Abt11.1// , \ \' . / / / /!./

baamu,/ bakola + emirimu / gya njawulo, ng' + Oklbana,\ / // / \ I /dkuzimba era / mull-mu / ne ofilsi / ny3(iigi /

// /./ , /ez'e-bitongole + ebirala.

107


5, DRILL: Concordial agreement.

emirimu

abantu

amawanga

ebitonciole

Abeeru

6, DRILL: Tone

Abaganda

Abanyoro

Abanyankole

Abeeru

Abazungu

emirimu / mingi + egylenjawulo

abantu / bangi + ab'enjawulo

amawanga / mangi + aglenjawulo

ebitongole bingi + eby'enjawulo

Abeeru / bangi + ablenjawulo

changes with [nga] 'such asl.

abantu / banc,i + ng'+Abaganda, n'a-balala

abantu bangi ng'Abanyoro n'abalala

abantu bangi ng'Abanyankole n'zibalala

abantu bangi nglAbeeru n'abalala

abantu bangi ng'Abazungu n'abalala

7. Try to anticipate the whole word that belongs in each blank.Check yourself by listening to the third version of the monolog.

Kiri mu

bangi

OU ga Uganda. Kirimu

2 ng 1 Abaganda, 2 Abanyankole,

nglAbazungu Abantu

mingi, ng'okuzimba, dkubajjaMO,

bakola

8. Tell in your own words as much as you can remember aboutKampala.

108


e.n.jawulo (N) difference

(stem [.awulo])

' njawulo different

e.g.gwanga (LI-MA) tribe

(stem [.wangan

.bajja (.bazze) do carpentry, cabinet work

.zimba (.zimbye) build

o.mu.limu (MU-MI) work, job

e.ki.toncrole (KI-BI) department (of gov't)

.1ala other

c.n.geri (N) kind

312 - 413 0 - 68 - 10 109


LESSON 39

1. Teach the students to pronounce these sentences, first theleft-hand column and then the right-hand column.

Dljenda + ku luggi. Omusomesa / agenda + ku luggi.

Nzigala + oluggi. Omusomesa / aggala + oluggi.

Nzigula + oluggi. Omusomesa / aggula + oluggi.

Nva'+ ku luggi. Omusomesa / ava° + ku luggi.

Ntuula + ku ntebe. Omusomesa / atuula + ku ntebe.

Nnyimirira. Omusomesa / ayimirira.

Dijenda + ku lubaawo'. Omusomesa / agenda + ku lubaawo'.

Mpandiika + ku lubaawo'. Omusomesa / awandiika + ku lubaawo'.

2. Act out the sentences in Step 1, Column 1. As you performeach action, say the sentence aloud. Have one of thestudents tell the rest of the class what you are doing byreciting sentences from Column 2.

3. Have individual students go through the same actions, asthey say the sentences from Column 1. At the same time,have one of the other students say [(John) ava kuetc.

4. Begin as in Step 2, by walking toward the door and saying[agenda ku luggi.], but when you get to the door, stop andsay [Dljenze ku luggi.]. Immediately adk someone [Nkoze ki?].He should answer [Ogenze + ku luggi.].

In the same way, introduce the sentences:

Nzigadde. + oluggi. Oggadde oluggi.

110


A

Nzigadde + oluggi. Nkoze'kif Oggadde + oluggi.

Nnyimiridde + mu kibiina'. Nkoze'kil Oyimiridde + mu kibiina'.

Ndidde + dkyenkya. Nkoze'kif Olidde ekyenkya.

Nnyambadde + engatto. Nkoze'kif Oyambadde + engatto.

Nzize°1- mu kibiina. Nkoze'kif Ozzes+ mu kibiina.

Ndabve°+ enkulungo. Nkoze'kif Olabyw+ enkulungo.

Drills on other forms of these verbs:

(Note that the person who takes Role A in one drill is notnecessarily the same one who takes Role A in another drill.)

A (to B): Olidde + ekyenkya"?

B (to A): Siridde + kyankyae.

A (to C): -B- talidde + kyankya'.

C : Ooo! Kitalo!

A (to B): Naawe -C- / mulidde + ekyenkya"?

B (to A): Nedda, tetulidde + kyankya..

A (to D): -B- ne -C- tdbalidde + kyankya*

D : Ooo! Bwe kiri?

A (to B): Oggadde + oluggi?

B (to A): Nedda, siggadde + luggi.

A (to C): -B- taggadde + luggi.

C : Ooo! Bwe kiri?

A (to B): Naawe -C- / mwambadde + engatto?

B (to A): Nedda, tetwambadde + ngatto.

A (to D): -B- ne -C- tebambadde + ngatto.

D : Ooo! Kibi!

Use other verbs in short drills of this kind.

111


Summary:

This lesson introduces the vocabulary for talking about somethings that can happen in a classroom. Using Luganda, getyour instructor's help in learning expressions for describingother classroom activities that you might need to talk aboutsomeday.

Glossary:

. ggala (.ggadde)

. ggula (.ggudde)

.tuula (.tudde)

.yimirira (.yimiridde)

.wandiikL (.wandiisel

Sample of free converpation:

A: Mwami Ochola, okola ki?

Weebase?

B : Nedda, ngolokose era nsoma

bbaluuwa.

A: Evudde wa?

B : Evudde mu Amerika.

A: Ogenda mu Amerika?

B: Nedda, sigenda mu Amerika.

Sirina bbaluuwa ya kkubo.

A: Ooo.

B : Eee.

112

ghut

open

sit down

stand up

write

Mr. Ochola, what are you doing?Are you sleeping?

No, I have gotten up and I amreading a letter.

Where has it come from?

It has come from America.

Are you going to America?

No, I am not going to America.I don't have a passport.

Ho ho.

Ha ha.


LESSON Llo

attuntu

enkye olweggulo

emisana

amatulutulu

ekird

ettumbi

akawungeezi

1, Copy this diagram onto the blackboard: if you have one.Point to the appropriate spot and teach the students tosay [42ssaawa / emu' + ey'enkya']. In the same way, teachthem to say:

essaawa

essaawa

essaawa

essaawa

essLawa

essaawa

essaawa

essaawa

essaawa

/ bbiri + ez'enkya'

/ ssatu + ez'enkye

/ nnye + ez'enkya'

/ttaano + ez'enkya'

/ mukaaaa + ez'omu ttuntu

/ musanvu + ez'olweggulo

/ munaana' + ez'olweggulo

/ mwenda' + ez'olweggulo

/ kkumi. + ez'olweggulo

113


essaawa / kkumi +nternu* / ez'olweggulo

essaawa / kkumi na bbiri + ez'akawungeezi

essaawa / emu'+ ey'akawungeezi (or: ey'ekiro)

essaawa / bbiri + ez'akawungeezi (or: ez'ekiro.)

2. Carry on conversations like these:

a. T: Tu(golokoka) (mu matulutulu)?

S : Yee, tu(golokoka) mu matulutulu.

b. T: Tu(golokoka) (mu ttuntu), oba / (mu matulutulu)?

S : Tu(golokoka) (mu matulutulu).

C, T: Tu(golokoka) (mu ttuntu)?

S : Nedda, tetugolokoka + mu ttuntu.

T: Tu(golokoka) ddiY

S : Tu(golokoka) (mu matulutulu).

In all of the above conversations, be sure to -Ise otherverbs in place of [-golokoka], and other times of day inplace of [matulutula].


Glossary:

e.mi.sana

a.ma.tulutulg

e.n.kya'

e.t.tuntu

o.lw.e.g.gulo

e.g.gulo

a.ka.wungeezi

e.t.tumbi

(m)(KI)

(MA)

(N)

(LI)

(LU)

(LI)

(KA)

(LI)

115

daytime

night

early morning,

morning

noon

afternoon

afternoon

evening

midnight

LUGANDA BASYC COURSE

LESSON 41




Have the students repeat the following after youone line at a time. Be very careful of theirpronunciation. If necessary, repeat eadh linetwo or three times with each student.

otyanno + sseboY how are you, sir?

A: Osiibye' otya+nno + sseboY How have you spent theafternoon, sir?

[Good afternoon, sir]

maama

B: Bulungi + maama.

madame

Well, madame.

A: Mmm. Mmm.

otya+nno how are you

B: Osilbye' + otya+nnoY How have you spent the afternoon?

[Good afternoon]

A: Bulungi. Well.

B: Mmm. Mmm.

ggw' # anif

A: Erinnyai.yo / ggwl # ani/

you are who?

What's your name?

Waiswa Waiswa

nze # Waiswa I am Waiswa

B: Erinnya lvange / nze # Waiswa My name is Waiswa.

Waiswa Waiswa

A: Ggwe # Waiswa? You are Waiswa?

116


B: Mmm. Mrnm.

ludda+wa, where

A: Ova'ludda+waY Where do you come from?

waffe my home

ye it is

ye waffe that is my home

Busoga Busoga

B : Nva' Busoga, ye waffe. I come from Busoga, that'smy home.

wammwe? your home

A: Ye wammwe? Is that your home?

B : Mmm. Mmm.

omukyala wife

olina-yo do ycu have there

A: Olina-yo + omukyala? Do you have a wife?

omu one

omukyala / omu' one wife

nnina-yo I have there

B : Yee, nnina-yo + omukyala / omu'. Yes, I have one wife.

abaana

A: N'a-baana?

children

And children?

basatu three

abaana / basatu three children

B : N'a-baana / basatu. And three children.

kirungi good

nga+kirungi! wonderful!

A: Ooo. Nga+kirungi! Ooo. (It's) wonderful!

3. Translation:

Tell the students what each line of the dialog means.Give them the Luganda one line at a time, and havethem give you the English. Then jive them the Englishmeanings, and have them give you the Luganda. Do notspend more than 10 per cent of the time on this step!

117


4. Role playing:


Choose two students and have them act out thedialog between themselves, The first time theyshould follow the dialog exactly as it is in thebook. Later, they should adapt it by using theirown names, and the places that they are really from.

5. DRILL: Tone shifts with [n'-] 'and, with'.

Nabaana / basatu

,

a baana / munaana

a bakyala / basatu

abakiala / munaana

abalenzi / basatuNabalenzi / munaana

MD6)1.1a / basatu

a bawala / munaana

abasopesa / basatu.

Lbaganda / basatu\ /e /

ebibiina / bisatu

ekkalaamu / ssatue eebiblina / munaana

ekkalaamu / munaana

118

n'a.-baana / basatu

n 2.-baana / munaana

/ basatu

munaana

n114.-therizi / basatu

/ munaana

/ basatu

/ munaana

nq-basOmisA / basatu

/ basatu

/ bisatu

/ ssatu

nipibUni / munaana

n'ekkgl.4AmZi / munaana


To the student:

The [yo] in [olina-yo) is a locative enclitic. It hasto do with general location or existence. Compare thelocative enclitics [mu] (location inside) and [ko](specific location) that were pointed out in Lesson 36.

glossary:

o.mu.kyala (MU-BA) lady, wife

119

LUGANDA BASIC COURSE. _

LESSON 42

This lesson also is based on three versions of a recordedmonolog.

1. Listen to all three versions straight through just tosee how much you can pidk up.

2. Learn the following short sentences so that you cangive them easily and correctly in response to theEnglish equivalents.

a. Masindi / kibuga.

b. Kye'kibuga + ekikulu + mu

Bunyoro.

c. Bunyoro / ye nsi" / emu:+ mu

Ugand.a.

d. Yensi. + eri + mu mambuka.

e. Abantu / bangi / babpera + mu

nsi' # omwo.

f. Bazitibwa Banyoro.

g. Be6bantu + abasinga +

obungi + mu Bunyoro.

h. Mu kibuga / mulimu +

amawanga / mangi.

i. Bakola + emirimu / mlpgi +

egylenjawulo.

j.ekitongole ky'o-bulimi

k. ekitongole ky'e-mirimu

1. Abantu b'omu Bunyoro /

balimi.

120

Masindi is a town.

It is the capital of Bunyoro.

Bunyoro is a district inUganda.

It is a district which isin the north.

Many people live in thatdistrict.

They are called Banyoro.

They are the majority inBunyoro.

In the city there are manytribes.

They do many various jobs.

department of agriculture

department of works

The people of Bunyoro arefarmers.


m. Abalala / bakola+mu makolero. Others work in factories.

n. Mu kibuga + Masindi / mulimu + In the city of Masindi thereare factories.+ amakolero.

NB In (e) above, some speakers will prefer [eyo] insteadof [omwo].

3. Listen again to the first version and answer the followingquestions as your instructor asks them. Students' bodksshould remain closed.

a, masindi kye'ki?

b. Masindi kibuga kikulu mu nsi ki?

c. Bunyoro kye ki?

d. Ye nsi eri mu bukiika ki?

e. Abantu ablomu Bunyoro bayitibwa Baganda?

f. Bayitibwa batya?

g. Abantu abasinga obungi mu Bunyoro bayitibwa batya?

h. Mu kibuga mulimu eggwanga limu lyokka?

i. Bakola omulimu gumu gwokka?

4. Dictation: Before looking at the following text, listento the second version of the monolog and tryto write it down. Then check yourself bylooking at the printed version.

% \ , \ / \ \ \ / / , ,

Masindi / kye kibuga + ekikulu + mu Bunyoro. Bunyoro // ./ /. / , /ye nsi-+eri mu Uganda. Abantu b'o-mu Bunyoro / Banyoro,

er, / + ifba:siriga: + mi kibUg + MasiAdi /

13.nyOr6. %Ab&I/tu/ b' O-mt/.1 # OmwC) lAkka' +

n\aye / + / + mU ofiisi

zve-bitOrigOle. AbnyOr8 + + obungi /\ , I/era / n'a-balala bakola +


5. DRILL: The BA and BU classes.

Abanyoro Abanyoro / babeera mu Bunyoro.

Abagisu Abagisu babeera mu Bugisu.

Abatoro Abatoro babeera mu Toro.

Abaganda Abaganda babeera mu Buganda.

Abannankole Abannankole babeera mu Ankole.

6. DRILL: The BU and BA classes.

Bunyoro Abantu abasinga + obungi + mu Bunyoro / Banyoro.

Bugisu Abantu abasinga obungi mu Bugisu Bagisu.

Ttoro Abantu abasinga obungi mu Ttoro Batoro.

Buganda Abantu abasinga obungi mu Buganda Baganda.

Ankole Abantu abasinga obungi mu Ankole Bannankole.

7. DRILL: Concordial a reement.

abantu abantu # abo / nla-balala

ebitongole ebitongole ebyo nlebirala

emirimu emirimu egyo nlemirala

amawanga amawanga ago n'amalala

ensi ensi ezo nlendala

obuki_ika obUkiika obwo nlobulala

alirni abalimi abo nlabalala

8. Try to anticipate the whole word that belongs in each blank.Check yourself by listening to the tape.

Masindi kibuga mu . Bunyoro

nsi mu Uganda mambuka )era

blomu omwo Banyoro. Abanyoro

bantu obungi Masindi, naye mulimu

122


bangi ab'amawanga . Abantu

Masindi emirimu mingi ofiisi

bitongole, ng'obubazzi, dbuzimbi,

9. Tell in your own words as much as you can remember aboutMasindi.

To the student:

For more information about the BU class, see Ashton, p. 211;Chesswas, par. 115-6.

Glossary:

o.bu.limi (BU) agriculture

e.k.kolero (LI-MA) factory, industry

o.bu.bazzi (BU) carpentry

o.bu.zimbi (BU) building, construction


LESSON 43

1. Teach the students to pronounce the following sentences:

okugolokoka Leero / nagoIokose'+ essaawa / ssatu

ez'enkya'.

okwambala Leero / nayambadde+essaawa / ssatu +

ez'enkya',

okulya' ekyenkya' Leero / nalidde + ekyenkyy+ essaawa /

ssatu ez'enkyae.

okugenda mu kibiina' Leero / nagenze° / mu kibiinab+ essaawa /

ssatu ez'enkya'.

okudda + eke° Leero / nazze + dka°+ essaawa / mUkaaga

ez'omu ttuntu.

okulya'4 ekyemisanw Leero / nalidde + ekyemisana' + essaawa /

mukaaga + ez'omu ttuntu.

2. Ask a student: [Leero wagolokose essaawa mmeka ez'enkya?].He will either reply [Leero nagoldkose essaawa ] or, hewill repeat the question. In either case, the sentence[Leero nagolokose essaawa....] will be used by you or byhim. Repeat this procedure for all the sentences in Step 1.

3. Ask a student: [Leero wagolokose essaawa mmeka?], or havea student ask you the question.

Repeat the process with all the verbs that were used inStep 1.

4. DRILL: Present vs. near past tenses.

Kaakati / ndya' + ekyernisana' .

Kaakati / inenda + mu kibiina'

Kaakati nva° + mu kibiina'

Enkyas / nalidde + ekyenkya'

Enkya' / nagenze + mu kibiina' .

Enkya' / navudde + mu kibiina' .

124


Kaakati / mpummula. Eggulo / nawummudde.

Kaakati / ndya'+ ekyekiro'. Emisana / nalidde + ekyemisana'.

5. DRILL: Present perfect vs. near _past tenses.

Practice the entire drill by repeating the sentences aftcrthe instructor. Then use the sentences of the first columnas cues and the corresponding sentences of the second columnas responses. Finally, use the sentences of the secondcolumn as cues and the corresponding sentences of the firstcolumn as responses.

Nzigadde + oluggi.

Aggadde + oluggi.

Tuggadde + oluggi.

Baggadde + oluggi

Oggadde + oluggi?

Muggadde + oluggi?

Naggadde + oluggi.

Yaggadde + oluggi.

Twaggadde + oluggi.

Baggadde + oluggi.

Waggadde + oluggi?

Mwaggadde + oluggi?

Nzize'+ mu kibiina'.

Azze°+ mu kibiina'.

Tuzze' + mu kibiina'.

Bazze'+ mu kibiina'.

Drjenze'+ ku lubaawo'.

Agenze'+ ku lubaawo'.

Tugenze'+ ku lubaawo'.

Bagenze'+ ku lubaawo'.

Nazze'+ mu kibiina'.

Yazze' + mu kibiina'.

Twazze' + mu kibiina'.

Bazzes+ mu kibiina'.

Nagenze' + ku lubaawo'.

Yagenzee+ ku lubaawo'.

Twagenze'+ ku lubaawo'.

Baagenze' + ku lubaawo'.

6. Have each student tell (in the near past tense) as manythings as he can that he did earlier today. Ask him atwhat time he did some of them.

312-413 0 - 68 - 11125


7. Carry on conversations like the following. Sdbstitute oaler

verbs and other times in place of the words in ( ).

T: 0(yambala) kadkati?

S : Nedda, na(yambadde) essaawa / (emu).

T: 0(yiga + Oluganda) kaakati?

S : Nedda. Si(yiga Luganda) kadkati;

na(yize Oluganda) essaawa (nnya).

To the student:

For detailed non-tonal information on the near past tense,

see Ashton, p. 112; Chesswas, par. 62-4. The tones of

the affirmative, both indicative and relative, are based

on pattern FX(Synopsis, par, 31 and relevant part of verb

paradigms).

Glossarx:

leero

kaakati now

126


How to use lessons written in the 'microwave' format.

Lesson 44 and the lessons that follow it are in the 'microwave'format. Each 'microwave' lesson contains one 'cycle'. A'cycle' begins with the introduction of new material, andends when that material has been used for communication.'Communication' should be real, not just simulated.

Each cycle contains at least an 'M phase' and a 'C phase'.'M' stands for mimicry of pronunciation, manipulation ofgrammatical elements, learning the meanings of the wordsand sentences, and a certain degree of memorizing. 'C'stands for connectea conversation, and of course forcommunication. Suggested procedures for use in presentingthe M and C phases are given below.

ways of conducting the M phase in each cycle.

1. Mimicry of the teadher's pronunciation.

a. Say aloud each of the complete sentences. Have thestudents repeat them after you. Try to talk at aslow normal rate of speed.

b. When you hear a wrong pronunciation, correct it bygiving the right pronunciation again. For example,if a student says [lero] in Lesson 44, simply say[leero], and have him say it again after you. Orsay 'Ssi [kankya], wazira [kyankya]' and have himrepeat the correct pronunciation.

When all the students can pronounce all the words and sentenceswell, teach them the meanings:

2. Meanings of the sentences.

a. Have the students repeat a whole sentence after you.Then give the English, and have them give the Luganda.

For example: T: Saalidde kyankya.S: Saalidde kyankya.

T: I didn't eat breakfast.S: Saalidde kyankya.

b. Give sentences at random in either English or Luganda.Have the students translate into the other language.Do this ally_lona_ftgangl_ so that you are sure thestudents know the meanings of the Luganda sentences.It should not be necessary to spend more than 3minutes on this.

12 7


When the students know the meanings, go on to manipulation ofthe grammatical structures of the sentences:

3. Give the students a key word. The students reply with thecorresponding complete sentence.

For example: T: Saalidde kyankya.S : Saalidde kyankya.

T: okuteekateekaS : Saateeseteese kyakuyiga.

T: dkufunaS : Saafunye bbaluuwa.

When the students are able to perform well all of the activitiesoutlined above, they are ready for the C phase. Experience hasshown that instructors working with classes of 5-10 studentscan complete the average M phase in 10-20 minutes.

Ways of conductingthe.The C phase consists of one or more short conversations. For

each conversation:

a. Take the part of the first speaker in the conversation,and have students take turns as the second speaker.

b. Let students take both parts in the conversation.

It is important in the C phase to talkand things what are of interest to theother words for the ones that are in (

For example, C-J in Lesson 44 is:

A: Leero wa(lidde ekyenkya)?B% Yee, na(lidde ekyenkya).

about people, places,students. Substitute

This stands of course for the conversation:

A: Leero walidde ekyenkya?B: Yee, nalidde ekyankya.

but it also stands for the conversations:

A: Leero wafunye ebbaluuwa?B: Yee, nafunye ebbaluuwa.

A: Leero wagolokose mu matulutulu?B: Yee, nagolokose mu matulutulu.

128


It does not, however, stand for:

A: Leero walidde ki?B: Nalidde...

or for: A: Jjo walya ekyenkya?B: Yee...

In many cycles, the teacher or the students may feel itworthwhile to introduce extra vocabulary. They areencouraged to do so, being sure that:

a. the new words are of special relevanceto the interests of the students, and

b. the new words fit into the C phase atone of the points enclosed in ( )

As soon as the students are able to converse easily, correctly,and informatively using the material in the C phase, the cyclehas ended. Go on to the next cycle, or review an earlier cycle.Experience has shown that the average amount of time spent oneach of the first 50 cycles is about one hour. This includesthe first presentation of the cycle, and one or two reviews ofit on later days. The first time through a new cycle thereforetakes no more than 20-30 minutes. Cycles with many extra drillswill of course take longer.

As much as possible, have the students act as well as talk:pointing to a map, standing up to talk, and other simpleactivities add meaning to the words. Activities also helpto keep the students from getting tired and restless.

Because of the extreme shortness of the 'cycles', the principalcomponent of this course has been given the name 'microwave.'

The 'microwave' part of the course is supplemented at regularintervals by a second component. The second component isbased on a series of short connected texts, which have twoimportant properties: (1) the information which they contain,like most of the information in the cycles themselves, isfactually accurate, and (2) they are based on a set ofspontaneous monologs and dialogs recorded with no specialrestrictions on grammar or vocabulary.

The materials in the textual component of this course differamong themselves, so that separate instructions are givenfor each group. In general, however, they -,equire the studentto take responsibility for responding to each text in morethan one way, so that he focuses his attention on it from twoor more points of view.

129


The textual component is suited for presentation either in alanguage laboratory or in a conventional classroom. Eitherway, it provides the student with a change of pace.

LESSON 44

Leero / saalidde + kyankya'.

Leero / saateeseteese' +

kyakuyiga.

Leero / saafunveg+ bbaluuwa.

Leero / saawandiise'+ bbaluuwa.

Leero / saAsolokose'+ mu

matulatalm.

Leero / walidde + ekyenkya:?

Leero / wateeseteese: +

ekyokuyiga?

Leero / wafunyeL + ebbaluuwa?

Leero / wawandiise + ebbaluuwa?

Today I didn't eat breakfast.

Today I didn't prepare thelesson.

Today I didn't get a letter.

Today I didn't write a letter.

Today I didn't get up at dawn.

Did you eat breakfast today?

Did you prepare the lessontoday?

Did you get a letter today?

Did you write a letter today?

Leero / wagolokose' mu matulutulu? Did you get up at dawn today?

DRILL: Near past affirmative vs.

Nafunye' + ebbaluuwa.

Yafunye'+ ebbaluuwa.

Twafunye' + ebbaluuwa.

Baafunye+ ebbaluuwa.

Wafunye'+ ebbaluuwa?

Mwafunye' + ebbaluuwa?

13 0

negative.

Saafunve%+ bbaluuwa.

Teyafunves+ bbaluuwa.

Tetwafunve'+ bbaluuwa.

Tebaafunve6+ bbaluuwa.

Tewafunves+ bbaluuwa?

Temwafunye+ bbaluuwa?


C-1

C-2

c -3

A: Leero / wa(lidde + ekyenkya)?

B: iYee2 na(lidde + ekyenkya).

INedda2 saa(lidde + kyankya).

A: Leero / wa(golokose) (mu matulutulu)?

B: Nedda2 saagolokose mu matulutulu.

A: Wa(golokose) essaawa mmeka?

B: NagolOkose essaawa (bbiri).

A (to B): -c- ya(golokose) essaawa mmeka?

B : Simanyi.

A (to B): Mubuuze. ('Ask him.')

B (to C): Wa(golokose) essaawa mmeka?

C : Leero na(golokose) -ssaawa (emu).

B (to A): Leero2-C-ya(goldkose) essaawa '(emu).

c-4

A (to B2C): Leero mwa(lidde ekyenkya) essaawa (bbiri)?

B2C (to A): Leero telwa(lidde kyankya) ssaawa (bbiri).

A (to B2C): Temwa(lidde) ssaawa (bbiri)'?

B2C (to A): Nedda2 leero twa(lidde ekyenkya) essaawa (ssatun'ekitundu)?

1.

(Tetwa-) Tetwalidda kyankya.

(Temwa -) Temwalidde kyankya.

131


A (to B2C):

B2C (to A):

A (to B2C):

BIC (to A):

A (to B2C):

B2C (to D2E):

D2E (to B2C):

D2C (to A):

c-6

c -7

-D- ne -E- baa(genze mu ddwaliro) essaawa (nnya)?

Nedda -D- ne -E- tebaa(genze mu ddwaliro) ssaawa(nnya).

-D- ne -E- baa(genze mu ddwaliro) essaawa mmeka?

Tetumanyi.

Mubabuuze.

Leero mwa(genze mu ddwaliro) essaawa mmdka?

Leero twa(genze mu ddwaliro) essaawa (ttaanon'ekitundu).

-D- ne -E- baa(genze mu ddwaliro) essaawa (ttaanonlekitundu).

1

(Tebaa-) Tebaagenze mu ddwaliro.

A (to B): Wa(lidde ekyenkya) essaawa mmeka?

B (to A): Na(lidde ekyenkya) essaawa (emu).

A (to C): ya(lidde) ekyenkya) essaawL (emu).

C : Ooo! Nga kirungi!

A (to B2C):

B2C (to A):

A (to D):

D :

Nafjenze' mu kibuga.

Wagenze mu kibuga.

Yagenze* mu kibuga.

Leero mwa(goldkose) mangu?

Yee, leero twa(golokose) mangu.

-g- ne -c- leero baajgo1okose) mangu.

Ooo! Ngakirungi!

13 2


c-8A (to B,C): Eggulo mwakozeld,

B,C (to A): Eggulo twa(yizesoluganda).

A (to D): ne eggulo ba.a(yize*Oluganda).

D : Ooo! Ngakirungi!

(Two-) Twayize'Oluganda.

(Mwa-) Mwayize'Oluganda.

(Baa-) Boayize Oluganda.

Summary:

This lesson gives considerable practice with near pastforms, affirmative and negative. No amount of practicewill cause these forms to stick with the student, however,unless he also uses the forms on his own initiative, inreal life.

To the student:

The tones of the negative near past tense forms are allbased on pattern FM (Synopsis par. 29).

Glossary:

. teekateeka (.teeseteese*) prepare

. funa (.funye*) get

e.ky.o.ku.yiga (KI-BI) lesson

.buuza° (.buuzizza) ask a question, greet


LESSON 45

Treat this dialog as you have treated earlier dialogs:familiarization with its sound, then pronunciationbuildups, then translation and role playing. The goalis to have the dialog pr.!tically memorized, and thento modify and adapt it !or your own purposes. Note thattone is now indicated only by underlining the marked morasand writing the junctures in the full sentences only.

A: Erinnyavlyo / ggw' #cini +

sseboY

What's your name, sir?

nze John I am John

B: Erinnya lyange / nze # John. My name is John.

ludda wa% where

ova ludda waY you come from where?

A: GgweOdhn? Ova'ludda+wa/f You're John? Where do youcome from?

ndi Mwamereka

nze ndi Mwamereka

B: Nvas mu A-mereka. Nze / ndi

Mwa-mereka.

I am an American

I am an American

I come from America. I aman American.

mu Amereka in America

ssaza country

ssaza kiY what country?

mu ssaza ki mu AmerekaY in what state in America?

*A: Ova' mu ssaza+ki + mu A-merekalf What state do you come from inAmerica?

ssaza lya Virginia the state of Virginia

*B: Nva" mu ssaza lya Virginia. I come from the state ofVirginia.

mu Uganda in Uganda

kitundu ki mu Uganda? what part in Uganda?

oli mu kituniu ki mu Uganda? you're in what part inUganda?

kati now

134


A: Kati / oli mu kitundu+ki + mu

Uganda?

Hoima

mu kibuga ky'e Hoima

mbeera

era mbeera mu kibuga ky'e

Hoima

okusomesa

najja mu Uganda

B: Ee. Nadja mu Uganda +

dkusomesa, era / mbeera

mu kibuga ky'e Hoima.

mu Hoima?

oyagala-yo

A: 000! Oyagala-yo + mu Hoima?

mu Amereka

okuddayo

njagala nnyo okuddayo+

mu Amereka

naye

bwe ntyo bwe ntyo

B: Mmm. Bwe ntyo bwe ntyo, naye,

njagala nnyo + okudda+yo

mu A-mereka.

In what part of Uganda areyou now?

Hoima

in the city of Hoima

to teach

Ee. I came to Uganda toteach; I live in thecity of Hoima.

in Hoima?

do you like there

Ooo. Do you like it thereat all at Hoima?

in America

to go back

I very much want toreturn to America

but

like that like that

Mmm. Not bad, but I verymuch want to go back toAmerica.

NB [Najja... okusomesa] and [najja kusomesa] are bothcorrect, but differ in emphasis.

DRILL: Adding the interrogative Pkifl to nouns.

essaza ssaza+kiY

ekitongole kitongole+klY

eddwaliro ddwaliro+kiY

omulimu mulimu+ki%

135


eggwanga

ensi"

omuwala

omukyala

omulenzi

enjawulo

edduuka'

DRILL: Present tense vs.

1313enda + mu Uganda.

Ogenda + mu Uganda?

Agenda + mu Uganda.

Tugenda + mu Uganda.

Mugenda + mu Uganda?

Bagenda + mu Uganda.

ggwanga+kij

nsi'+ki%

muwalw+ki%

mukya1a+kl%

mulenzi+ki%

njawulo+ki,

dduuka*+kl%

infinitive.

Njagala +

Oyagala +

ilyaga1a +

Twagala +

Mwagala +

Baagala +

okugenda + mu

okugenda + mu

okugenda + mu

okugenda + mu

okugenda + mu

okugenda + mu

DRILL: Present or perfective vs. infinitive.

Oyimiridde?

Otudde + ku ntebe?

Owandiika + ebbaluuwa?

Ofunvv+ ebbaluuwa?

Ogenda + ku Iubaawco?

Ova* + mu kibiina*?

Ogenda + eke?

Uganda.

Uganda?

Uganda.

Uganda.

Uganda?

Uganda.

Nedda, naye / njagala nnyo / okuyimirira.

Nedda naye

Nedda naye

Nedda naye

Nedda naye

Nedda naye

Nedda naye

136

njagala nnyo okutuula.

njagala nnyo okuwandiika.

njagala nnyo okufuna.

njagala nnyo okugenda.

njagala nnyo okuve+mu.

njagala nnyo okugenda.


To the student:

The interrogative element [kin is an 'enclitic'. Thatmeans that it is pronounced as a part of the word thatprecedes it. It may follow nouns or verbs. When itfollows a noun, as in this lesson, the noun loses itsinitial vowel. Between the noun and the enclitic thereis a [+] juncture (Synopsisj par. 36), but no word boundary(Synopsis, par. 5, 11-17). The interrogative particles arefollowed by [7.f] phrase terminal intonation (Synopsis, par.)4.8(4), which means that its tone is high level, and not highfalling.

Glossary:

e.s.saza (LI-MA) county.dda+yo (.dde'-yo) go back.agala (.agadde) want, like, love

bwe ( )tyo bwe ( )tyo so-so


LESSON 46

1. Short sentences for learning:

a. Mbarara kibuga + kikulu. Mbarara is a capital city.

b. Kiri mu Ankole. It is in Ankole.

c. Ankole eri mu bUkiika'4- Ankole is in the western

obw? ebugwan'ta2a wa Uganda.part of Uganda.

d. Abasinga + obungi / Banyankole. The majority are Banyankole.

e. Abantu / bangi / balunzi. Many people are herdsmen.

f. Balunda + ente. They herd ca':Lle.

g. Abamu° / balimi. Some are farmers.

h. Abalala / bakola mu makolero. Others work in industries.

2. Questions over the first recorded version:

a. Mbarara kiri mu Buganda?

b. Kiri mu nsi ki2

c. Ankole eri mu bugwanjuba obwa Uganda?

d. Eri mu bukiika ki obwa Uganda?

e. Abantu abasinga obungi ba ggwanga ki?

f. Abasinga obungi bakola mu ofiisi?

g. Abasinga obungi bakola ki?

h. Abantu abamu balimi?

1. Abalunzi bakola ki?

138


3. Dictation:

MbrIrl / kyl kib/Ig + `ekikLZI + mZit

Ankole / ;ri 6g//lda,+ Obw14-bl/IgwAAjt;b

bur 11.4ci.AbtC1 1316-mu Arck(51 / ihr4/elk81, ;r4 /ne kibl/IgA / + / 1\annLik011:

ritli / lokOla + emirimZI / abslAg.6 +obungi / bktirizi # n4`a ba'lad + ente, er47 n°-balala /

bI(5)kibUgl / bkOA + mu iisi / ne// /

MU bitonciole by'o-mu ofils .

4. Writing tones, Write down each of the words and phrases fromthe tape. Mark tones by listening to the tape, and then checkyour answer by lodking at the right hand column below.

emirimu

emirimu / mingi

abantu

abantu / bangi

abalala

abalala / balimi

Mbarara

Mbarara / kibuga

Ankole

Ankole / eri mu Uganda

n'a-balala

era /

% femirimu

/.emirlmu ming].

// /abantu //abantu bangi

/

abalalatabalala balimi

/ /

MbararaS.

Mbarara kibuga

Ankole// S.

Ankole eri mu Uganda.I/

n'abalalaI.

era n'abalala

5. Predicting tones. Look at the words and phrases in the lefthand column above. Try to predict the tones, either frommemory or by applying tone rules. Then check yourself bylooking at the right hand column.


To the student:

The tonal difference between an unmarked noun before [+]

and the same noun before [/1 is apcounted for in theSynopsis, par. 38-9 and especially under the efinition

of the Unmarked Sequence Rule (USR), par. 45.

Glossarz:

o.mu.lunzi (MU-BA) herdsman

.lunda (.lunze') herd, tend

e.n.te* (N) cattle

1


M-2

LESSON 47

Saalidde + magf+ ku kyankya'. I didn't eat eggs forbreakfast.

1111111111.

Saalidde + nnyama ya mbizzi + ku I didn't eat bacon (Ipork')for breakfast.kyankya'.

Saalidde + mugaati + ku kyankya'. I didn't eat bread forbreakfast.

Saalidde + bibala + ku kyankya'. I didn't eat fruit forbreakfast.

Saanywedde + kaawa + ku kyankya'. I didn't drink coffee forbreakfast.

Saanywedde + caayi + ku kyankya'. I didn't drink tea forbreakfast.

Saanywedde + mata + ku kyankya'. I didn't drink milk forbreakfast.

Saanywedde + mazzi + ku kyankya' I didn't drink water forbreakfast.

Saanywedde + mwenge + ku kyankya'. I didn't drink beer forbreakfast.

Walidde + amagi'+ ku kyenkya.? Did you eat eggs forbreakfast?

Walidde + ebibala + ku kyenkya'? Did you eat fruit forbreakfast?

Wanywedde + kaawa + ku kyenkya'? Did you drink coffee forbreakfast?

Wanywedde + omwenge + ku kyenkya'? Did you drink beer forbredkfast?

312-413 0 - 68 - 12141


C-1

C-2

DRILL: On affirmative vs. negative forms of the near past tense.

nze

ggwe

ye

ffe

mmwe

bo

Nanvwedde + omwenge, naye / saanmsqqt kaawa.

Wanywedde + omwenge, naye / tewanvwedde kaawa.

Yanvwedde + omwenge, naye / teyanywedde kaawa.

Twalidde, + ebibala, naye / tetwalidde magi".

Mwalidde + ebibala, naye / temwalidde magi'.

Baalidde + ebibala, naye / tebaalidde magi'.

Saa- Tetwa-

Tewa- Temwa-

Teya- Tebaa-

A: Walidde-ki + ku kyenkya%

B: Nalidde + (amagi./ nlebibala) ku kyenkya..

A: Wanywedde-ki + ku kyenkyas?

B: Nanyyedde + (omwenge).

A: Walidde + (ennyama y'embizzi) ku kyenkya*?

B: Yee, nalidde + (ennyama y'embizzi) + ku kyenkyai.,

naye../ saalidde (mugaati).

A: Wanywede + (omwenge) ku kyenkyas?

B: Yee, nanywedde + (omwenge) + ku kyenkya°,

naye / saanvwedde (kaawa).

To the student:

The negative forms of the near past tense follow stemtone pattern MM (Synopsis, par. 30).

14.2


Glossary:

e.g.gi' (LI-MA)

e.n.nyama (N)

o.mu.gaati (MU-MI)

e.ki.bala (KI-BI)

kaawa (MU)

caayi (MU)

a.ma.ta (MA)

a.ma.zzi (MA)

o.mw.enge (MU-MI)

.nywa: ( . nywedde )


A: Ocheng, wanywedde kaawa

akawungezi?

B: Nedda, nanywedde mwenge.

A: Kaakati onywa ki?

B: Nnywa mata. Oyagala okunywa

amata?

A: Nedda, jjo nanywa nnyo amata.

Kaakati njagala kulya mmere.

B: Ooo.

A: Ee.

143

egg

meat

bread

fruit

coffee

tea

milk

water

beer

drink

Ocheng, did you drink coffeelast evening?

No, Y drank beer.

What are you drinking now?

I am drinking milk. Doyou want to drink milk?

No, I drank a lot of milkyesterday. I want toeat food now.

Ho ho.

Ha ha.


LESSON 48

Nava' + ewaffe + mu mwezi + I left home ('our place')last month.

ogwavita.

Natuuka # wano + mu wiiki + eyayita. I arrived here last week.

Natandika + dkuyiga + Oluganda +

mu wiiki / bbiri + eziyise.

Nagula dda + essaati # eno.

I began to study Lugandacwo weeks ago.

I bought this shirt a longtime ago.

Nayoza jjo + essaati # eno. I washed this shirtyesterday.

Nasalibwa luli + envilEi. I had my hair cut the daybefore yesterday.

Wava' ddi + ewammweY When did you leave home(Iyour placel)?

Watuuka ddi # wanoY When did you arrive here?

Watandika ddi + dkuyiga + OlugandaY When did you begin tostudy Luganda?

Wagula ddi + essaati # eyoY When did you buy thatshirt?

Wayoza ddi + essaati # eyoY When did you wash thatshirt?

Wasalibwa ddi + enviiriY When did you have yourhair cut?


DRILL: ago 1.

emyezi

esatu

ewiiki

emyaka

ena

emyezi

ewiiki

ennaku

ttaano

ewiiki

eyise

omwezi

omwaka

emyezi

emyezi

ewiiki

emyaka

emyaka

emyezi

ewiiki

ennaku

ennaku

ewiiki

ewiiki

omwezi

omwaka

ebiri egiyise

esatu egiyise

ssatu eziyise

esatu egiyise

ena egiyise

ena egiyise

nnya eziyise

nnya eziyise

ttaano eziyise

ttaano eziyise

eyise

og7.4yise

oguyise

DRILL: Perfective vs. far past.

okwoza

'I washed this shirttoday.'

Njozezza essaati eno

leero.

okugula Nguze'essaati eno leero.

two weeks ago

two months ago

three months ago

three weeks ago

three years ago

four years ago

four months ago

four weeks ago

four days ago

five days ago

five weeks ago

last week

last month

last year

'1 washed that shirtyesterday.'

Nayoza essaati eri jjo.

Nagula essaati eri jjo.

okwambala Nnyambadde essaati eno Nayambala essaati eri

leero.

145

jjo.


C-1

DRILL: ihomel (lour place' etc.).

ffe Twagenda + ewaffe.

mmwe Mwagenda + ewammwe?

bo Baagenda + ewaabwe.

nze Nagenda + ewaffe.

ggwe Wagenda + ewammwe?

ye Yagenda + ewaabwe.

We went to our place.

Did you (pl.) go to your place?

They went to their place.

I went to my place.

Did you (sg.) go to your place?

He went to his place.

A: -C- yava ddi ewaabwe?

B: -C- yava ewaabwe (mu mwezi ogwayita).

A: -C- yatuuka ddi wano?

B: -C- yatuuka wano (mu wiiki eyayita).

A: -C- yatandika ddi dkuyiga Oluganda?

B: -C- yatandika okuyiga Oluganda (mu wiiki bbiri eziyise).

c -3

-C- yagula ddi (esaati eyo)?

-C- yagula dda (essaati eyo).

-C- yayoza ddi (essaati eyo),

-C- yayoze jjo (essaati eyo).

-C- yasalibwa ddi enviira

-C- yasalibwa luli enviiri.

A (to B2C):

B2C (to A):

A (to 132C):

B2C (to A):

A (to 132C):

B2C (to A):

Mwava ddi ewammwe#

Twava ewaffe (mu mwezi ogwayita).

Mwatuuka ddi wano#

Twatuuka wano (mu wiiki eyayita).

Mwatandika ddi dkuyiga Oluganda?

Twatandika okuyiga Oluganda (mu wiiki bbiri eziyise).

114.6


A (to BIC): E-

B,C (to A):

A (to B,C):

B,C (to A):

A (to BIC):

B,C (to A):

To the student:

11111IMM

1111111111.11

IONA=

ne F- baava ddi ewaabwe?

ne baava ewaabwe (mu mwezi ogwayita)

ne baatuuka ddi wano?

ne baatuuka wano (mu wiiki eyayita).

ne baatandika ddi dkuyiga Oluganda?

ne baatandika okuyiga Oluganda (mu wiiki

bbiri eziyise).

For information about the (far) past tense, see Ashton,p. 122; Chesswas, par. 63. Tonally, all forms withoutdbject prefix--affirmative and negative, indicative andrelative--have the stem pattern MM (Synosis, par. 30);all forms with object prefix have the stem pattern FM(Synopsis, par. 29). The mora that follows the subjectprefix must have a mark. This mora may be the tensesign Cal itself, or it may be the first mora of the stem.In this tense, all dbject prefixes are marked.

Glossary:

o.mw.ezi

. yita

. tuuka

wa.no

. tandika

. gula

dda

. oza'

jj9_

. salibwa

lu.li

(MU-MI)

(.yise°)

(.tuuse°)

(.tandise')

(.guze')

(.ozezza)

(.saliddwa)

e.n.viiri (N)

month

pass call

arrive

here

begin

buy

long ago

wash

yesterday, tomorrow

be cut

the other day, day beforeyesterday, day aftertomorrow

hair of head


LESSON 49

Treat this dialog as you have treated earlier dialogs:

Familiarization with sound.

Pronunciation buildups.

Translation.

Role playing, including your own improvisations.

B: Osiibye otyanno nnyabo? How have you spent theafternoon, madame?[Good afternoon.]

A: Bulungi ssebo. Well, sir.

B: Mmm. Mmm,

A: Osiibye otyanno? How have you spent theafternoon? [Good afternoon.]

B: Bulungi. Well.

A: Mmm. Mmm.

B: Ova wa? Where do you come from?

Buddu Buddu

Nva mu Buddu. I come from Buddu.

B: Ova mu Buddu? You come from Buddu?

A: Mmm. Mmm.

ggwlani nnyabo you're who, madame

B: Erinnya lyo ggw'ani nnyabo? What's your name, madame?

Nnamukasa Nnamukasa

nze Nnamukasa I am Nnamukasa

A: Erinnya lyange nze Nnamukasa. My name is Nnamukasa.

B: Nnamukasa?

A: Mmm.

Buddu

Nnamukasa?

Mmrn.

Buddu


baakuzaalira they gave birth to you atB: Baakuzaalira Buddu? Were you born there at Buddu?

eyo there

Buddu # eyo there at Buddu

banzaalira they gave birth to me atA: Banzaalira Buddu # eyo. I was born there at Buddu.

1.42/ where?

ogenda you're goingB: Kaakati ogenda wa% Where are you going now?

eyo there

Busoga eyo there at Busoga

Jjinja Jjinja

Inenda Jjinja I'm going to JjinjaA: Kaakati / Inenda Jjinja + I am going to Jinja in Busoga,

Busoga # eyo,

bange mine

baganda bange my sistersku baganda bange on my sisters

kulaba to see

kulaba + ku baganda bange. to see my sisters.

B. Mmm. Mmm.

A: Mmm. Mho.

Jjinja Jjinja

babeera Jjinja they live at Jjinjabo they

baganda bo your sisters

B: Baganda bo / babeera Jjinja? Do your sisters live at Jinja?

baafumbirwa they were marriedgye there

gye baafumbirwa they were married thereabawala girls

149


babiri abawala two who are girls

baganda bange my sisters

eriyo there is

A: Yeei eriyo + baganda bange /

babiri + abawela + gye

baafumbirwa.

Yes, there are two teenagesisters there, that's wherethey were married.

B: 000! 000.

mufumbo married

oli mufumbo? you're married?

naawe you, too

B: Naawe / oli mufumbo? Are you also married?

kufumbirwa to be married

sinnaba I have not yet

sinnaba + kufumbirwa. I have not married yet

A: Nedda, sinnaba' + kufumbirwa. No, I am not married yet.

B: Mmm. Mmm.

A: Mmm. Mmm.

Draw on elements in this dialog in order to practiceasking about people's birthdates and marital status.

To the student:

In the expression [ku baganda bange], the particle [ku] hasa 'partitive' meaning, something like English 'some of'. SeeAshton, p. 21.0; Chesswas, par. 148.

The verb [baafumbirwa] 'who are married' is an example of afar past relative form, with stem tone pattern MM.

Although we will not practice it, a new tense is exempli:iedin [sinnaba'j 'I have not yet been'. The tense sign is [nna].

150


Glossary:

. zaalira

mu.ganda

. fumbirwa

o.mu.fumbo

(.zaalidde)

(MU-BA)

(.fumbiddwa)

(MU-BA)

give birth

brother, sister

be married

married person


LESSON 50

As with previous texts, listen first to all three recordedversions just to see how much you can pick up.

1. Short sentences for learning.

a. Soroti / kiri mu Teso

[Tteeso].

b. Kye kibuga + ekikulu.

Soroti is in Teso.

It is the capital city.

c. Teso / ye nsi° eri + mu Teso is a district that

Uganda. is in Uganda.

d. Eri mu bukiika'

bw'ebuvaniuba.

e. Abantu + abasinga +

obungi / Bateso.

f. Mulimu + abantu +

ab'amawanga + amalala.

g. Bakola + emirimu +

egy'enjawulo.

h. Bakola + mu IA-tom:role +

ebitali +

i. Bakola + mu kitonciole +

eky'o-bulimi.

. Bakola + mu kitonqole +

e]cy' e-mirimu.

It is in the eastern part.

The majority of people areBateso.

In there, there are peopleof other tribes.

They do various jobs.

They work in differentdepartments.

They work in the departmentof agriculture.

They work in the departmentof wotks.

k. Abateso / mu nsr # omwo / The Bateso is that di.strict

balimi. there are farmers.

1. Abalala / balunzi ba ntd. Others are cattle herders.

12


2. Questions on Text 4. (Soroti)

a. Soroti kye kibuga ekikulu mu nsi ki?b. Ekibuga ekikulu u Teso kiyitibwa kitya?c. Teso eri mu bukiika ki obwa Uganda?d. Abantu abasinga obungi mu Soroti ba ggwanga ki?e. Abantu bonna mu Soroti Bateso?

f. Abateso abasinga obungi bavubi?g. Abateso bakola mirimu ki?

h. Abateso abasinga obungi balunzi ba nte?

3. Dictation:

Soroti / kye kibuga + ekikulu + mu Tteeso.

Tteeso / eri mu buvanjuba bwa Uganda. Abantuabali + mu kibuga # omwo / abasinga + obungi /

Bateeso, naye / mulimu + abantu + ab'a-mawanga /

mangi / ag'o-mu Uganda. Abantu b'omu kibuga #

omwo / bakola + emirimu / mingi / egy'o-mu

makolero, nay!. / abantu b'o-mu nsi # omwo /abasinga obungi / balunzi ba nte era +

n'o-kulima. Abantu b'o-mu kibuga / bakola +mu ofiis' / Re-mu bitonqole + ebirala.


A. Concords'different departments'

('departments that are not one') 'other departments'

ebitancrole ebitaLgiole_ + ebitali + bimu'

ebibmga ebibuga ebitali + bimu

amawanga amawanga + agatali + gamu

abantu abantu + abatali + bamu

ensi ensi + ezitali + zimu

ofiisi ofiisi + ezitali + zimu

emirimu emirimu + egitali + gimu

amakolero amakolero + agatali + gamu

obukiika' obukiika + obutali + bumu

153

ebitongole + ebirala

ebibuga + ebirala

amawanga + amalala

abantu + abalala

ensi + endala

ofiisi + endala

emirimu + emirala

amakolero + amalala

obukiika + obulala


B. Tone changes on nouns.

abantu

abalimi

abalunzi

emirimu

amakolero

amawanga

ebitongole

ebibuga

ensi:

ofiisi

// / / / /abantu abalala

/ e /abaliml + abalala

abalunzi + abalala% / # e /emirimu + emirala

6'akSleo + 'amglglg// / /

amawanga + amalala//.

ebitongole + ebirala

Wibt14'a ebirgl

ensi + endala,

ofiisi + endala

5. Try to anticipate the whole word that belongs in eachblank. Check yourself by listening to the tape.

Soroti kibuga mu

mu Uganda, mu

bonna

Soroti

amalala. Abantu

MU

mulimu

Teso

bwlebuvanjuba. ab'omu

era n'abantu obungi

naye mulimu bangi

Teso emirimu

ne mu ofiisi. Naye bonna abasinga

balunzi, era n' balimi. Mu ebyo

mingi ng' n'emirimu

6. Tell in your own words as much as you can rememberabout Soroti.

Glossary:

o.mu.limi (MU-BA) farmer


M-1

M-2

dkufuna

okuwandiika

ekibuga

essineema

okuly&

okufuna

Okuwandijka

ekibuga

essineema

okulya'

LESSON 51

Jjo / saafuna + bbaluuwa. I didn't get aletter yesterday.

Jj2. / saawandiika + bbaluuwa. I didn't write aletter yesterday.

Jjo / saagenda + mu kibuga. I didn't go to townyesterday.

Jio / saagenda + mu ssineema. I didn't go to thecinema yesterday.

Jjo / saaly.a:+ kyakiro. I didn't eat supperyesterday.

Jjo. / wafuna + ebbaluuwa? Did you get aletter yesterday?

Jjo / wawandiika + ebbaluuwa? Did you write aletter yesterday?

Jjo / wagenda + mu kibuga? Did you go to townyesterday?

Jjo / wagenda + mu ssineema? Did you go to themovies yesterday?

Jjo / walya' + ekyekird? Did you eat supperyesterday?

DRILL: Far past affirmative vs. negative.

Nafuna ebbaluuwa ku Lwokuna.

Nagula essaati ku Lwokuna.

Nakeera okugolokoka ku Lwokuna.

Nagenda mu kibuga ku Lwokuna.

Nasalibwa enviiri ku Lwokuna.

Saafuna bbaluuwa ku Lwakutaano.

Saaqula ssaati ku Lwakutaano.

Saakeera kugolokoka ku Lwakutaano.

Saagenda mu kibuga ku Lwakutaano.

Saasalibwa nviiri ku Lwakutaano.

155


DRILL: Far past with monosyllabic verbs.

amagi: Walya: + amagi / ameka'Y

omuceere

amatooke

ebibala

ennyama

emigaati

kaawa

caayi

omwenge

NB Itof

Walya bungi ki obw'omuceere?

Walya amatooke ameka?

Walya ebibala bimeka?

Walya bungi ki obw'ennyama?

Walya emigaati emeka?

Wanywa bungi ki obwa kaawa?

Wanywa bungi ki obwa caayi?

,Nam

How many eggs did youeat?

How much rice did youeat?

How many bananas didyou eat?

How much fruit didyou eat?

How much meat didyou eat?

How many loavesbread did you eat?

How much coffee didyou drink?

How much tea didyou drink?

Wanywa bungi ki obw'omwenge? How much beer didyou drink?

has been suggested that a better alternative for line 5this drill would have been [Walya ennyama y'enkana wa?]

DRILL: Various persons and numbers in far past negative.

yalya' ekyekiro'?

Nze / nalya'+ ekyekiro'?

Ggwe / walya'+ ekyekiro'?

Mmwe / xnwalia: + ekyekiro' ?

Ffe / twalya + ekyekiro"?

C- ne D- baRlya* + ekyekiro*?

Nedda, teyalya'+ kyakiro'.

Nedda, tewalya + kyakiro'.

Nedda, saalya' + kyakiro'.

Nedda, tetw.alva: + kyakiro'.

Nedda, temwalyw+ kyakiro'.

Nedda, tebaalya'+ kyakiro'.


C-1

A

33

A.B :

A (to C):

B

Jjo wa(wandiika ebbaluuwa)?

Nedda jjo saa(wandiika bbaluuwa).

Jjo wafuna ebbaluuwa?

Nedda jjo saafuna bbaluuwa.

Jjo -B- yafuna ebbaluuwa?

Nedda jjo -B- teyafuna bbaluuwa.

DRILL: Concords with some new nouns.

ennyama

emigaati

amagi

omwenge

amata*

ebibala

amazzi

kaawa

caayi

baganda

'Our meat is plentiful (Imuchl)./

Ennyama yaffe / nnyingi.

mingi.

Amagi'gaffe / mangi.

Omwenqe gwaffe / mungi.

Arnataaaffe/mangi.

Ebibala_hyaffe / bingi.

Amazzi gaffe / mangi.

Kaawa waffe / mungi.

Caayi waffe / mungi.

Baganda baffe / bangi.

To the student:

Tonally the far past negative is exactly like the farpast affirmative (see Lesson 48).

Glossary:

312-413 0 - 68 -13

o.bu.ngi (BU-) quantity

15 7


ebbaasi

emmotoka°

akagaali

ennyonyi

omukka

emmeeri

LESSON 52

Na"ira mu bbaasi.

Nailia mu mmotdka°,

Naijiraku kagaali.

Najiira mu nnyonyi.

Najjj.sa mu ggaali yemukka.

Sa"ira + mu mmeeri.

otya Waj1 oty0

DRILL: Far past affirmative vs.

Mwalva ekyenkya ku

Lwassabbiiti?

Mwalwawg okugolokoka ku

Lwassabbiiti?

Mwawandiika ebbaluwa ku

Lwassabbiiti?

Mwakyalira baganda bammwe ku

Lwassabbiiti?

Mwakvalira mikwano gyammwe ku

Lwassabbiiti?

Mwalaba mlkwano gyammwe ku

Lwassabbiiti?

158

I came by ('inl) bus.

I came by car.

I came by bicycle.

I came by plane.

I came by train.

I didn't come by ship.

How did you come?

negative, other than 1 sg.

Tetwalya kyankya ku

Lwassabbiiti.

Tetwalwawg kugolokoka ku

Lwassabbiiti.

Tetwawandiika bbaluuwa ku

Lwassabbiiti.

Tetwahyalira baganda baffe ku

Lwassabbiiti.

Tetwakyalira mikwano gyaffe

ku Lwassabbiiti.

Tetwalaba mikwano gyaffe ku

Lwassabbiiti.


DRILL: Far past with [-tya] 'how?'

'How did you come?'

mmwe Mwajja mutya?

ggwe Wajja otya?

ye Yaiia atya?

bo Balla batya?

'We came by car.'

Twaiiira mu mmotoka.

Najjira mu mmotdka.

YaliLra mu mmotoka.

Ba"ira mu mmotoka,

DRILL: Far past, negative vs. affirmative.

ffe

nze

ye

bo

'We didn't come by car.'

Tetwajji/A mu mmotoka.

Sajjira mu mmotoka.

Teyajjira mu mmotoka.

Tebajjira mu mmotoka.

'We came by bicycle.'

Twa"ira ku kagaali.

Najjira ku kagaali.

Yajjira ku kagaali.

Bajjira ku kagaali.

DRILL: Far past, negative vs. affirmative, various verbs.

okujja

okutuuka

okugenda

okuvuga

okugula

okwagala

'We didn't come by car,'

Tetwajjira mu mmotoka.

Tetwatuukira mu mmotoka

Tetwagendera mu mmotoka

Tetwavuga mmotOka.

Tetwagula mmotoka.

Tetwayagala mmotoka.

159

'We came by bicycle.'

Twajjira ku kagaali.

TwatuUkira ku kagaali.

Twagendera ku kagaali.

Twavuga kagaali.

Twagula kagaali.

Twayagala kagaali.


DRILL: Far past vs. near past.

ffe

nze

abayizi

'Yesterday we went by bus.'

Jjo twagendera mu

bbaasi.

Jjo nagendera mu

bbaasi.

Abayizi jjo baagendera

mu bbaasi.

omusomesa Omusomesa jjo yagendera

mu bbaasi.

ggwe? Jjo wagendera mu

mmwe?

aLlIPAEL:

bbaasi?

Jjo mwagendera mu

baasi?

a.ka.gaali (KA-BU)

e.m.motdka' (N)

e.n.nyonyi (N)

e.g.gaali

o.mu.kka

e.m.meeri

.Nruga

(N or LI-MA)

(MU-MI)

(N)

(ivuzd)

i6o

'Today we went by car.'

Leero twagendedde mu

mmotdka.

Leero nagendedde mu

mmotoka.

Abayizi leero baagendedde

mu mmotok4.

Omusomesa leero yagendedde

mu mmotoka.

Leero wagendedde mu

mmotdka?

Leero mwagendedde mu

mmotoka?

bicycle

car

airplane, bird

vehicle

smoke

steamboat

drive, pedal

A

PronunLiation buildu rt.

1. %A: (knocks): Ab'eno. Ab'eno.

B : Wangi.

B : Gye muli?

mmwe baani?

gye tuli

LESSON 53

(knocks): Those who live here.[Hello there.]

Those who live here.[Hello there.]

Hello.

Are you there?

you [are] who

we're here

A: Gye tuli, mmwe baani? We're here, who are you?okubuuza to greet

okubabuuza to greet youokubabuuza ko to greet you a littleabagala okubabuuzaa ko those who want to greet

you a littleB: Eee, Ffe/abaagala Ee. It is us who want to see

+ okubabuuza'+ko. you.

okulabika to be seenmulabise you are seen

A: Mulabise'-ko? Is that you?

B : Tulabises-ko. Yes, it is us.

okusanyuka to be glad

okubalaba to see you

tusanyuse okubalaba we're glad to see youA: Nga+tusanyuse + okubalaba! We're so glad to see you!

B : Naffe. We, too.

A: Mmm. Mmm.

B . Mmm. Mmm.

A: Yinclira,+ ssebo. Come in, sir.

B : Kale + nnyabo. All right, madame.


kaako

dkatebe

A: Akatebe + kaako.

B : Weebale + nnyo + nnyabo.

A: Kale.

B : Mmm.

eradde

A: Eradde + ssebo?

B : Eradde.

A: mu%

B : Mmm.

A: Osiibye otyanno ssebo?

B: Bulungi nnyabo.

A: Mmm.

B: Osiibye otyanno?

A: Bulungi.

B : Mmm.

ab'eka'

batya%

ball batyg

A: Bali batya + ab'eke?

B : Gye bali.

A: Mmm.

otya

oli otya

B: Oli otya nno + nnyabo%

A: Gye tuli + bulungi.

omwami

B : Omwami/ gy'ali + nnyabo?

162

there it is

a little chair

There is a chair.

Thank you very mudh, madame.

All right. [You're welcome.]

Mmm.

it is peaceful

Is it peaceful where you comefrom, sir?

It is peaceful.

Mmm.

Mmm.

How have you spent theafternoon, sir?

[Good afternoon, sir]

Well, madame.

Mum.

How have you spent theafternoon? [Good afternoon.]

Well.

Mmm.

people at home

how

they're how,

How are the people at home?

They're there (well).

Mmm.

how

you're how

How are you here, madame?

We're all right here.

master

Is the master home, madame?


DRILL: 'Presentative' forms, series III.

akatebe

ensimbi

ekitabo

essaawa

entebe (sg.)

entebe (pl.)

oluggi

ekkalaamu

amazzi

omwenge

ebibala

amata

kaawa

caayi

'There (near you) is a (little) chair.'

Akatebe kaako.

Ensimbi ziizc.

Ekitabo kiikyo.

Essaawa yiiyo.

Entebe yiiyo.

Entebe ziizo.

Oluggi luulwo.

Ekkalaamu yiiyo.

Amazzi gaago.

Omwenge guugwo.

Ebibala biibyo.

Amata gaago.

Kaawa wuuyo.

Caayi wuuyo.

DRILL: Concord involving possessives and presentativesof Series I.

ekitabo

essaati

ensimbi

engatto

ekkalaamu

ebitabo

akagaali

omusomesa

ggwe

mmwe

'Where is my book?'

Ekitabo kyange kiri ludda wa?

Essaati yange eri ludda wa?

Ensimbi zange ziri ludda wal

Engatto zange ziri ludda wa?

Ekkalaamu yange eri ludda wa?

Ebitabo byange biri ludda wa?

Akagaali kange kali ludda wa?

Omusomesa wange ali ludda wa?

Ggwe oli ludda wa?

Mmwe muli ludda wa?

163

'Here it is.'

Kiikino.

Yiino.

Ziizino.

Ziizino.

Yiino.

Biibino.

Kaakano.

Wuuno.

Nzuuno.

Tuutuno.


To the student:

In the expression [gye tuli], the word [gye] is an objectcopula. Tonally, it requires the subject prefix of theverb that follows it to be unmarked (Synopsis, par. 43)Adhton calls it the 'emphasized Object' construction(p. 2)4.2), or 'a way of helping to form the complement ofplace to verb LI' (p. 57,2)40).

This dialog contains the 'presentative' form [kaako] 'isthere (near you)'. Other series of presentatives exist,with the approximate meanings 'is here' and lis over there'.Each presentative has the same concordial class representedtwice. See Ashton, p. 41ff under 'demonstratives usedpredicatively'; Chesswas uses the English phrase 'here itis' to refer to these forms. See par. 35 and correspondingparts of the chapters on other noun classes.

Glossary:

ab'eno people of this place

gye muli? are you there?

. labika (.1abise°) appear, be visible

. sanyuka (.sanyuse') be pleased

.yingira (.yingidde) enter

kale all right (expression ofassent)

eradde there it is peaceful

o.mw.ami (4U-BA) Mr., chief

164


LESSON 54

1. Short sentences for learning:

a. Ebitongole / bingi + ebiri +

mu Gavumenti.There are many governmentdepartments. (1The depart-ments are many which arein the government.')

b. Ekyo kisinziira ku bitongolej# That results from/is relatedto the departments (that are)ebiri + mu Gavumenti.in the government.

c. Bakola + emirimu gya njawulo

nga kisinziira + ku bitongole

+ ebiri + mu Gavumenti.

They do various jobsrelating to the departments(that are) in the govern-ment.

d. Mbale / kiri ku nsalo ya Uganda + Mbale is on the border ofUganda and Kenya.ne Kenya.

e. Batera + okukola + mu ofiisi. They usually work inoffices.

f. Bakola + emirimu / mingi, na

ddala ngl+okulunda.

g. Mulimu + abantu + abave +

mu Uganda / n'a-walala.

2. Questions and answers.

They do many [jobsj andespecially herding.

Therein are people whocome from Uganda andelsewhere.

a. Ekibuga ekikulu mu Bugisu kiyitibwa kit.ya?

b. Mbale kiri mu kitundu ki mu Uganda?

C. Kiri mu bukiika ki obwa Uganda?

d. Abantu abasinga obungi mu Mbale Bateso?

e. Abantu blomu kitundu ekyo bakola ki?

f. Ababeera mu kibuga bakola ki?


3. Dictation:

Mbale kye kibuga ekikulu mu Bugisu. Bugisu

eri mu Uganda mu bukiika obw'ebuvanjuba.

Ekibuga ekyo Mbale kiri ku nsalo ya Uganda

ne Kenya. Abantu abasinga mu kibuga omwo

Bagisu Abagisu bakola emirimu mingi na

ddala ngl okulima n'okulunda. Naye abantu

ababeera mu kibuga Mbale batera okukola mu

ofiisi ezlebitongole eby'enjawulo, nga

ekitongole kylobuzimbi nlebirala.

4. DRILL: The auxiliary verb [-tera].

-.frp

'They work in offices."They usually work in offices.'

Okukola Bakola mu ofiisi. Batera okukola mu ofiisi.

okulima Balima mu byalo. Batera okulima mu byalo.

okulunda Balunda ente. Batera dkulunda ente.

dkuzimba Bazimba amayamba. Batera dkuzimba amayumba.

dkubeera Babeera mu kibuga. Batera 6kubeera mu kibuga.

5. DRILL: Indicative vs. relative.

'They come from Uganda.' 'they who come from Uganda.'

abantu Bava mu Uganda. abava' + mu Uganda

omuntu Ava mu Uganda. ava + mu Uganda

eggwanga Liva mu Uganda. eriva° + mu Uganda

amawanga Gava mu Uganda. agave + mu Uganda

ekintu Kiva mu Uganda. ekiva* + mu Uganda

ebintu Biva mu Uganda. ebive + mu Uganda

166


6. DRILL: Affirmative vs. negative.

Batera ckukola mu ofiisi.

Babeera kumpi nlensalo.

Bava mu Uganda.

Bdkola mu kibuga.

Kiri ku nsalo.

Balunda nte.

Balima ppamba.

Tebatera kukola mu ofiisi.

Tebabeera kumpi na nsalo.

Tebava mu Uganda.

Tebakola mu kibuga.

Tekiri ku nsalo.

Tebalunda nte.

Tebalima ppamba.

7. Try to anticipate the whole word that belongs in eachblank. Chedk yourself by listening to the third taperecorded version.

Bugisu.

eri mu bwlebuvanjuba Uganda. Ekibugakiri ku ya ne Kenya. Abantu

mu kibuga Mbale Bagisu, nayeabantu ab'amawanga agava Ugandan1 . Abantu klbuga bakolamingi mu bya

8. Tell in your own words as much as you can rememberabout Mbale.

Glossary:

.sinziira (.sinzidde) start out from, with regard toe.n.salo (N) border

ddala exactly, truly

167


LESSON 55

Ogiteeka + ku mmeeza. You put it on the table.

Ogiteeka + mu nsawo. You put it in the bag.

Ogiteeka + mu ssanduuko. You put it in the box.

Ogiteeka + kumpi / nle-kitabo. You put it by the book.

Togiteeka wansi.. You don't put it on the floor.

Ekkalaamu yancle / ngiteeke-wa% Where do I put my pencil?

DRILL: Concord including object infix and presentativeof Series I.

omusomesa

(MU-BA)

omugaati

(MU-MI)

ekitabo

(KI-B1)

Have you seen my teacher {anywhere}?'Here he is.'

Omusomesa wange omulabyelco?

Abasomesa bange obalabye'ko?

Omugaati gwange ogulabye'ko?

Emigaati gyange ogirabye'ko?

Ekitabo kyange okirabye'ko?

Ebitabo byange obirabye"ko?

Wuuno.

Baabano.

Guuguno.

Giigino.

Kiikino.

Biibino.

essaawa Essaawa yange ogirabye"ko? Yiino.

engatto (pl)(N-) Engatto zange ozirabye'ko? Ziizino.

eggi Eggi'lyange olirabye"ko? Liirino.

(LI-MA) Amagi'gange ogalabye'ko? Gaagano.

olugoye

(LU-N)

akagaali

(KA-BU)

Olugoye lwange olulabyesko?

Engoye zahge ozirabye"ko?

Akagaali kange okalabye'ko?

Obugaali bwange obulabye'ko?

168

Luuluno.

Ziizino.

Kaakano.

Buubuno.

1 LUGANDA BASIC COURSE

DRILL: Concord involving presentatives of Series II andobject infixes;

akagaali

ekkalaamu

omusomesa

abasomesa

ekitabo

ebitabo

obugaali

ebibala

ennyonyi

amazzi

amasainanzira

essomero

edduuka

DRILL:

akagaali

ekitabo

ebitabo

eggaali

essaawa

eggi

amagi

ebibala

engatto

essaati

'There's a bicycle.' 'Where? I don't see it!

Akagaali kaakali.

Ekkalaamu yiiri.

Omusomesa wuuli.

Abasomesa baabali.

Ekitabo kiikiri.

Ebitabo biibiri.

Obugaali buubuli.

Ebibala biibiri.

Ennyonyi yiiri.

Amazzi gaagali.

Amasainanzira gaagali.

Essomero liiriri.

Edduuka yiiri.

Object infixes with far past.

'Where did you buythat bicycle?'

Akagaali ako wakagula-wa

Ekitabo

Ebitabo

Eggaali

Essaawa

ekyo wakigula wa?

ebyo wabigula wa?

eye wagigula wa?

eyo wagigula wa?

Eggi eryo waligula wa?

Amagi ago wagagula wa?

Ebibala ebyo wabigula wa?

Engatto ezo wazigula wa?

Essaati eyo wagigula wa?

169

Wa#

Wa?

Wa?

wa?

Wa?

Wa?

Wa?

Wa?

Wa?

wa?

Wa?

Wa?

Wa?

Sikalaba!

Sigiraha!

Simulaba!

Sibalaba!

Sikiraba!

Sibiraba!

Sibulaba!

Sibiraba!

Sigiraba!

Sigalaba!

Sigalaba!

Siriraba!

Sigiraba!

'I bought itin Kampala.'

Nakagula

Nakigula

Nabigula

Nagigula

Nagigula

Naligula

Nagagula

Nabigula

Nazigula

Nagigula

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.

mu Kampala.


DRILL: Object infO.xes with with affirmative and negativepresent te se.

akagaa1i

ekkalaamu

essaawa

omugaati

kaawa

ekitabo

To the student:

'Do you w nt/likethis bicycle?'

Akagaa1i # kano

'Yes, I like/want it.'

'No, I don't like/want

okaagala?

Ekkalaamu eno ogyagala?

Essaawa eno ogyagala?

Omugaati guno ogwagala?

Kaawa ono omwagala?

Ekitabo kino okyagala?

Yee, nkaagala.

Nedda, sikaagala.

Yee, ngyagala.

Nedda, sigyagala.

Yee, ngyagala.

Nedda, sigyagala.

Yee, ngwagala,

Nedda, sigwagala.

Yee, mmwagala.

Nedda, simwagala.

Yee, n'yagala.

Nedda, sikyagala.

it.

What are called 'object infixes' by some writers arecalled 'object prefixes' by others. For details, seeAshton, p.25, 225; Chesswas, par. 18-21 and correspondingparts of chapters on other concordial classes. As pointedout in the Synopsis., dbject infixes are marked only in theinfinitive and in the near past and far past tenses. Else-where, they are unmarked.

Glossary:

.teeka

e.s.sanduuko

wa.n.si*

(.teese*)

(N)

170

put

box

down, on the ground


M-1

okuyimirira

okugenda

okusangula

okuwandiika

okuggala

okudda+yo

okutuula

M-2

okukola

C-1

A: Nkole ki?

B: (Yimirira).

LESSON 56

Yiwirira.

Genda + ku lubaawo'.

Sanctula + olubaawo%

Wandiika + erinnya lyo.

Ggala + oluggi.

Ddayo + mu kif8/kyO.

Tuula +

Mkole-kiY

What shall I do?

(Stand up.)

DRILL: Imperative vs. perfective.

'Stand up!'

Yimirira!

Genda ku lubaawo.

Sangula olubaawo!

Wandiika erinnya lyo!

Ggala oluggi!

Stand up!

Go to the board.

Erase the board.

Write your name.

Close the door.

Return to your place.

Sit down.

What shall I do?

'Have you stood up?''Yes, I've stood up.'

Oyimiridde?

Yee, nnyimiriddon.

Ogenze ku lubaawo?

Yee, Inenze ku lubaawo.

Olusangudde?

Yee, ndusangudde.

Oliwandiise?

Yee, ndiwandiise.

Oluggadde?

Yee, nduggadde.

171


Ddayo mu kifo kyo! Ozzeeyo mu kifo kyo?

Yee, nzizeeyo mu kifo kyange.

Tuula wansi! Otudde wansi?

Yee, ntudde wansi.

DRILL! Concord involving new nouns.

'Where is the board?' 'Here it is.'

olubaawo Olubaawo luli ludda wa? Luuluno.

erinnya lyu Erinnya lyo liri ludda wa? Liirino.

oluggi Oluggi luli ludda wa? Luuluno.

ekifo kyange Ekifo kyange kiri ludda wa? Kiikino.

essanduuko EssanduUko yange eri ludda wa? Yiino.

DRILL: Possessives.

ekifo

ggwe Ekifo kyo kiri ludda wa?

erinnya Erinnya lyo liri ludda wa?

ye Erinnya lye liri ludda wa?

akagaali Akagaali ke kali ludda wa?

'Where is my place?'

Ekifo kyange kiri ludda wa?I

ffe

emmotoka

mmwe

omusomesa

bo

ebitabo

Obugaali bwaffe buli ludda wa?

Emmotoka yv.ffe eri ludga wa?

Emmotoka yammwe eri ludda wa?

Omusomesa wammwe ali ludda wa?

Owasomesa waabwe ali ludda wa?

Ebitabo byaabwe biri ludda wa?

172

AMINIMMOMMEMOMICAIMMOMMIRMINIM

'Yours is over there.'

Ekikyo kiri eri.

Eklancie kiri eri.

Eryange liri eri.

Erirye liri eri.

Akake kali eri.

ODwammwe buli eri.

Eyammwe eri eri.

Eyaffe eri eri.

Owaffe ali eri.

Owaabwe ali eri.

Ebyabwe biri eri.

LUGA.DA BASIC COURSE

To the student:

The simplest command form is the imperative. This consistsof the stem alone, without any prefixes or suffixes. Thetone pattern is UM (first mora unmarked regardless of thetone class of the verb; remaining moras marked. For non-tonal details, see Ashton, p. 29,36; Chesswas

2 par. 112.

glossary:

.sanclula (.sangudde)

e.ki.fo


wipe off, erase

place

A: Mwami Okuma, essaati yo ayo Mr. Okuma, where did you buythat beautiful shirt of yours?ennungi wagigula wa?

B: Nagigula mu Lagos. I bought it in Lagos.

A: Wagenda ddi e Lagos? When did you go to Lagos?

B: Mu ssabbiiti bbiri eziyise. In the past two weeks.

A: Wagendera mu ki? How did you go?

Es: Nagendera mu nnyonyi. I went by plane.

A: Wagenda kukola ki? What did you go to do?

B: Nagenda kulaba mikwano gyange. I went to see my friends.

A: Wagiraba? Did you see them?

B: Nedda saagiraba. Tegyaliyo. No, I didn't see them. Theywere not there.

312-413 0 - 62 - 14 173


LESSON 57

Pronunciation buildups:

A: (Knocks) Ab'eno. Ab'eno. (Knocks): Those who live here.[Hello there.]

Those who live here.[Hello there.]

B : Wangi # nnyabo. Hello, madame.

A: Nga ffe. It is us.

B: Eel kale + nnyabo. Ee, all right madame.

okubabuuza*+ko to greet you a little

abaagala + okubabuuza'+kp. those who want to greetyou a little

A: Nga ffe abaagala + It is us who want to see you.

okubabuuza*+kJ.

B : Kale maana. All right, madame.

Yingira + maama. Come in, madame.

A: Kale + ssel)o. All right, sir.

olabise* you're seen

olabise'-ko you're seen a little

B : Olabisee'ko + nnyabo? You're here, madame!

A: Yee, ssebo. Yes, sir.

B : Nsanyuse + okukulaba. I'm glad to see you.

A: Nange. So am I. [I'm also glad to seesee you.]

B: Tuulira # awo + maama. Sit over there, madame.

A: Weebrile # nnyo. Thank you very much.

B : Eradde? Is it peaceful where youcome from?

A: Eradde + ssebo.

B : Maamu?

A: Maamu.

B : Nnyooge?

A: Nnyooge.

B : Mirembe.

174

It is peaceful where I comefrom, sir.

Truly peacful?

Truly peaceful.

Surely peaceful?

Surely peaceful.

Really peaceful?


A: Mirembe + ssebo.

B : Osiibye. otya+nno + nnyaboY

A:

B :

A:

B :

A:

B .

A:

B :

A:

B :

A:

Bulungi + ssebo.

Mmm.

Osiibye otya+nnoY

Bulungi.

Mmm.

Mmm.

Mugyebale + emirimu.

Awo.

Mmm.

Mmm.

Omwami / gylali + ssebo?

Really peaceful, sir.

How have you spent theafternoon, madame?[Good afternoon, madame.

Well, sir.

Mmm.

How have you spent theafternoon? [Good afternoon!

Well.

Mmm.

Mmm.

Thank you for doing your work.

You're welcome.

Mmm.

Mmm.

Is the master home, sir?

This dialog, consisting of fairlyprobably worth memnrizing.

rigid formulae, is

Dictation: (If possible, write the tones as well as thevowels and consonants. Check your work bylooking at the following transcript of thedialog.)

A:

B:

AblenO, A-bl&1O. B: Wkigi. A: Ngil,

Ee mmwe baani nnyabo?

B: Ooo!

A: Ffe bamuliraanwa..0 .0 I .0 of

A: Twagala kubabuuzaako. B: Tusanyuse% 4,4 0.0 4.4 4,4

okubalaba. A: Naffe. B: Mmm. A: Mmm. B: Yingira.0 I 00 00 04. %.

maama. A: Kale ssebo. B: Olabiseeko? A: Yee ssebo.

B:

A:

A:

%%%% % .0 INsanyuse dkukulaba. A: Nange. B: Tuulira wano.

0 0 .0 0, % 4,4 .0 4.4 4.4

Kale. B: Eradde? A: Eradde nnyo ssebo. B: Maamu?

Mmm. B: Nnyooge? A: Nnyooge. B: Mirembe

175


N .0.00.0A: Mirembe. B: Wasuze otyanno nnyabo?

B: Mmm. A: Wasuze otyanno ssebo?

A:

A: Bulungi

B: Nasuzeeyo.

B: Awo.0

Mmm. B: Mmm. A: Mugyebaleko emirimu.el 0

Mmm. B: Nammwe mwebale. A: Awo ssebo. B: Mmm.

t

Mmm. B: Mmm. A: Omukyala gy'ali?

To the student:

The form rokubahuuza'-i-ko] consists of the infinitive[okubuuze] with the object infix [bad, and theenclitic [kip]. As pointed out in the note for Lesson56, an object infix used with the infinitive is marked.The infinitive also requires a [+] juncture beforeenclitics. The extra mora at the end of [okubuuza']is characteristic of causative stems. For detailsabout causatives, see Ashton, p. 150ff, which showshow the extra mora results from an original le[y],and pp. 340-8; Chesswas, par. 174-7.

glossary:

maamu

nnyooge

mirembe

These words are used in greetingsto express "peaceful situation"in the place from which one comes.


LESSON 58

1. Dictation:

This text is much like the five that have preceded it.Use all three versions for dictation practice.

I. Jjinja kye kibuga ekikulu mu Busoga.

Busoga eri buvanjuba bwa Uganda era ku

nsalo ya Kenya ne Uganda. Jinja mulimu

bantu bangi ab'enjawulo naye abasinga

obungi abantu b'omu kibuga omwo Basoga.

Abantu b'omu nsi eyo Busoga balimi, naye

abantu b'omu kibuga Jjinja bakola mu

ofiisi mu bitongole ebitali bimu,

ng'ekitongole ky'obuzimbi, dkitongole

ky'obulimi n'ebitongole ebirala.

II. Jjinja kye kibuga ekikulu mu Busoga.

Busoga ye nsi emu mu Uganda eri ku

bukiika bWebuvanjuba. Abantu abasinga

obungi mu Busoga Basoga era n'ekibuga

Jjinja abantu abasinga obungi Basoga,

naye mulimu abantu bangi ab'amawanga

amalala abava mu Uganda ne mu nsi

endala.Abantu blomu Busoga balimi

naye abantu b'orou kibuga Jjinja abasinga

obungi bakola mu ofiisi ez'ebitongole

eby'enjawulo; ng'obulimi, obuzimbi

n'ekitongole ky'ebyenjigiriza.

177


III. Jjinja kye kibuga ekikulu mu Busoga.

Busoga ye nsi emu mu Uganda;ensi eyo

eri mu buvanjuba bwa Uganda, eri ku

nsalo ya Uganda ne Kenya. Abantu

abasinga obungi mu Busoga Basoga era

n'abantu abasinga obungi mu kibuga

Jjinja Basoga. Abantu b'omu Busoga

balimi,kyokka abantu blomu kibuga

Jjinja bo bakola emirimu mingi egy'e-

njawulo mu bitongole bya gavumenti;

ng'ekitongole ky'obulimi, ekitongole

ky'enjigiriza n'ebitongole ebirala.

2. Writing tones:

Write down each of the followitape. Mark tones by liLiteningthen check yourself by lookingcolumn below.

Without /1-/:

ku nsalo ya Kerya

abantu b'omu kibuga

emirimu gy'o mu ofiisi

ebibuga by'o mu Kenya

ofiisi zlo mu kibuga

ebitongole bylomu

Gavumenti

178

ng phrases from theto the tape, andat the right hand

ku nsalo ya Kenya

abantu b'omu kibuga

,r, NN 1

emirimu gy o mu ofilsi

ebibuga by'o mu Kenya

ofiisi z'o mu kibuga

ebitongole by'omu

, ,

Gavumenti


With /+/:

ekibuga + ekikulu

ebibuga + ebirala

abasinga + obungi

bakola + mu ofiisi

balunda + ente

Nskibuga ekikulu

OOOOOOebibuga ebirala

abasinga obungi, "

bakola mu ofilsi

balunda ente

NB The Ministries in the Government of Uganda, with theirofficial names are:

Minisita (Minister) wlebylobulunzi,

ebisolo n'ebyennyanja.

Minisita w'by'ensonga ez'omunda.

Minisita wleby'emirimus, amakubo,

Post n'essimu.

Minisita wleby'ensimbi.

Minisita Webylobugagga obwlomu

ttaka n'amazzi.

Minisita Weby'obusuubuzi

n'amakolero.

Minisita Weby'enjigiriza.

Minisita wa Govumenti ezlebitundu.

Minisita wleby'amayumba n'abakosi.

Minisita wlebylenteekateeka

n'okusitula embeera z'abantu.

179

The Minister of AnimalIndustry, Game andFidheries.

The Minister of InternalAffairs.

The Minister of Works andCommunications.

The Minister of Finance.

The Minister of Mineraland Water Resources.

The Minister of Commerceand Industry.

The Minister of Education.

The Minister of RegionalAdministrations.

The Minister of Housingand Labour.

The Minister of Planningand Community Development.


Minisita wlebylobulimi n'ebibiina The Minister of Agricultureand Co-operatives.ebyegassi.

Minisita wlebylamateeka. The Minister of Justice.

3. Predictins_toms:

Look at the phrases in the left-hand column above.Try to predict the tones, either from memory or byapplying the tone rules. Then check yourself bylooking at the right hand column.

DRILL: Affirmative vs. negative, present tense.

Ensi eyo eri mu Uganda. Ensi eyo teri mu Uganda.

Abantu abasinga obungi Basoga. Abantu abasinga obungi ssi Basoga.

Balunda ente. Tebalunda nte.

Bakola mu ofiisi. Tebakola mu ofiisi.

Mulimu abantu bangi. Temuli bantu bangi.

Batera dkukola mu ofiisi. Tebatera kukola mu ofiisi.

Bava mu Uganda. Tebava mu Uganda.

DRILL: Affirmative vs. negative, far past.

Ensf# eyo / yali mu Uganda. Ensi.# eyo / teyali + mu Uganda.

Abantu + abaasinga. + obungi / Abantu + abaasin22_ + obungi /

baali Basoga. tebaali + Basoga.

Baalundanga nte.

Baakolanqa mu ofiisi.

Mwalimu + abantu / bangi.

Tebaalundanqa + nte.

Tebaakolanga + mu ofiisi.

Temwali + bantu + bangi.

Baateranqa kukola + mu Tebaateranqa + kukola + mu

ofiisi. ofiisi.

Baavanqa mu Uganda. Tebaavanqa + mu Uganda.


DRILL: Present, near past, far past.

'Those people came (near past)'Those people come from from Busoga.'

Busoga.' 'Those people came (far past)from Busoga '

Abantu # abo / bava° mu Busoga. Abantu # abo / baavudde mu Busoga.

Abantu # abo / baava mu Busoga.

Balunda nte. Baalunze'nte.

Baalunda nte.

Bavitibwa "Banna-Peace Corps." BaAyitiddwa "Banna-Peace Corps."

Baayitibwa "Banna-Peace Corps".

Batera kulola + mu ofiisi. Baateze'kukola + mu ofiisi.

Baatera kukola + mu ofiisi.

Abantu # abo / balimi. Abantu # abo / baabadde

Abantu # abo / baali balimi.

Glossary:

lkyokkal

161

'only-, but


LESSON 59

okuyingira Muyingire + mu kibiina". Enter (pl.) the classroom!dkutuula Mutuule + ku ntebe. Sit in chairs.

okusirika Musirike. Be quiet.

dkuwuliriza Muwulirize. Listen.

dkutunula Mutunule + ku lubaawo% Look at the board.

okuyimirira Muyimirire. Stand up.

okufuluma Mufulume + ebweru. Go outside.

okukola Tukole-kiY What shall we do?

DRILL: Subjunctive in all person-number combinations.

Nkole-kiY Yimirira. (not subjunctive)

Akole-ki% Ayimirire.

Tukole-kiY Muyimirire.

Bakole-kiY Bayimirire.

DRILL: Subjunctive, first person singular subjunctive andsecond person singular imperative.

okuyingira Nyingire-waY Yingira mu kibiina.

okutuula Ntuule-waY Tuula ku ntebe.

okutunula Ntunule-waY Tunula ku lubaawo.

DRILL: Series of actioli; in subjunctive, third person plural.

Abayizi bakole-kiY Bagolokoke.

Oluvannyuma bakole-kiY Bayambale.

Oluvannyuma bakole-kiY Balye ekyenkya.

Oluvannyuma bakole-kiY Bagende mu kibiina.

Oluvannyuma bakole-kiY Bayige Oluganda.

182'


C-1

A: Tukole-ki?

B: Mu(yingire mu kibiina).

A: Oluvannyuma tukole ki?

B: Mu(tuule ku ntebe).

To the student:

The form [muyingire] 'enter (pl.)!'is subjunctive,used here as a kind of command. For more informationabout subjunctives, see Ashton, pp. 29-30, 220-6 andother references listed in the index; Chesswas, par.110-11. Tonally, the subjunctive has the uniquepattern --m, according to which nothing is markedexcept the last syllable: even diphonic subjectprefixes such as [mu] are unmarked. Unlike thefinal [e] of many modified stems (i.e. [fulumye'1)the final fel of the subjunctive does not carry anextra mora.

Glossary:

.yingira (.yingidde) enter

. yimirira (.yimiridde) stand

. sirika (.sirise') be silent

.wuliriza (.wulirizza) listen

( tunula (.tunudde) look

. fuluma (.fulumyei) come or go out

e.bweru outside

183


M--1

M-2

ernmeeza

ensawo

essanduuko

wano

awo

wali

LESSON 6o

Giteeke + ku mmeeza., ^

Giteeke + mu nsawo,..yo.

Giteeke + mu sanduuko.

Giteeke # wano.

Giteeke # awo.

Giteeke + wali

ekkalval-du Ekkalaamu \range /

ngiteeke-waY

ekitabo Ekitabo kvange./

nkiteeke-waY

olupapula Olupapula lwange /

nduteeke-waY

ensimbi Ensimbi zange /

nziteeke-waY

Put it on the table.

Put it in your pocket.

Put it in the box.

Put it here.

Put it there (near you).

Put it over yonder.

Where shall I put mypen?

Where shall I put mybook?

Where shall I put mypaper?

Where shall I put mymoney?

DRILL: Subjunctive, first person sq0 and p1.

Ekkalaamu ng2

mmeeza?

ku

Ekkalaamu tuziteeke ku

mmeeza?

Tugende ku lubaawo?

rhjende ku lubaawo?

Nsangule olubaawo?

1814_

Shall I put the pen on thetablc?.?

Shall we put the pens onthe table?

Shall we go to the board?

Shall I go to the board?

Shall I erase the board?


Tuyimirire? Shall we stand up?

Nnyimirire? Shall I stand up?

Nzireyo mu kifo kyange? Shall I return to my place?

Tuddeyo mu bifo byaffe? Shall we rettirn to our places?

DRILL: Subjunctive, first person plural, with object infix.

'Where shall we put our pens?' 2Put them over there.'

ekkalamu Ekkalaamu zaffe tuziteeke wa? Muziteeke wali., .. ... .

ebitabo Ebitabo byaffe tubiteeke wa? Mubiteeke wali.0, . .... ,

emigaati Emigaati gyaffe tugiteeke wa? Mugiteeke wali.

engatto Engatto zaffe tuziteeke wa? Muziteeke wali.0 % 6,6 6,6 ..

ebbaluuwa Ebbaluuwa zaffe ezlekkubo Muziteeke wali.z'ekkubo tuziteeke wa?

ebifaananyi Ebifaananyi byaffe tubiteeke wa? Mubiteeke wali.

dbLgaali Obugaali bwaffe tubuteeke wa? Mubuteeke wali.

[Wail] corresponds to lover there' if the place

is definite and [eri] corresponds to 'over

there' if the place is indefinite.


DRILL: Near past, affirmative and negative with objecinfixes.

'Did I put my money here?'

Ensimbi zange nazitadde wano?

'Did they put their money here?'

Ensimbi zaabwe baazitadde wano.

'Did you put your watch here?'

'No, you didn't put it here.'

'You put it over yonder(indefinite location).'Nedda, tewazitadde wano.

Wazitadde eri.

Nedda, tebaazitadde wano.

Baazitadde eri.

Essaawkyo wagitadde wano? Nedda, saagitadde wano.

Nagitadde eri.

'Did you (pl.) put your books here?'

Ebitibb byammwe mwabitadde wano? Nedda, tetwabitadde wano.

Twabitadde eri.

To the student:

The imperative with an object prefix ends with [e].The evidence in this lesson indicates that the stemtone pattern is probably FX or MX.

Glossary:

o.lu.papula (LU)

186

paper


Pronunciation buildu s:

A: Omwami / gy'ali + ssebo?

B: Ta-12:+y8.

yagenze'

A: Yagenzei-wa%

okukola

mu kibuga kukola

B: Yagenze* mu kibuga + kukola

+ nnydbo.

A: Yagenze' kukola?

B : Mmm.

okukoma

okukoma+wo

anaakoma+wo

A: Anadkomawo+ddi%

B : Kawungeezi.

A: Kawungeezi?

B : Mmm.

A

omukyala

ye

: Ye, omukyala / gy a13.. 91 2

LESSON 61

ennimiro

mu nnimiro

agenze'mu nnimiro

B: Omukyala / agenze mu nnimiro.

Is the master home, sir?

He's not home.

he went

Where did he go?

to work

in the city to work

He went downtown tp work,madame.

He went to work?

Mmm.

to stop

to return

he will return

When will he return?

In the evening.

In the evening?

Mmm.

the lady

she

How about the lady of thehouse, is she home?

garden

in the garden

she has gone to the garden

The la4 of the house has goneto the garden.

A: Agenze mu nnimiro? She has gone to the garden.

B : Mmrn .

187

Mum .


okuyitayita

okuyitayita+ko

mpitayita-ko

mpitayita-ko awo

Mbadde + mpitayita-ko # awo.

mbabuuze'

mbabuuze -ko

bano

inende

inende bano mbabuuze'-ko.

Ka nendp bano / mbabuuze'-ko.

A: Mbadde + mpitayita-ko # awo,

ne namba nti ka inende

bano / mbabuuze'-ko.

,to pass by many times

or aimlessly

to pass by many timesor aimlessly a little bit

I pass by many times /aimlessly, a little bit

I pass by many times /aimlessly a little bitthere

was just passing by.

let me greet you

let me greet you a littlebit

those

let me go

let me go and greet these(people) a little

And let me go and greet these(people) a little.

I was passing by and decidedto stop in and say 'Hi'.

DRILL: Use of infinitive to show purpose.

'What he went to Buganda for is to teadh.'

Yagenda mu Buganda + 1,usomesa.

Yagenda mu kibiina kuyiga.

Yagenda mu kyalo kulima.

Yagenda ka kuwummula.

Yagenda mu kizannyiro kuzannya.

yagenda mu dduuka kugula ssaati.

Buganda

ekibiina'

ekyalo

eka'

ekizannyiro

edduuka'

DRILL: Matching subject prefixes in a compound tense.

nze

ggwe

ye

Mbadde # mpitayita-ko # awo.

Obadde # oyitayita-ko # awo.

Abadde # ayitayita-ko # awo.

188


ffe Tubadde # tuyitayita-ko # awo.

mmwe Mubadde # muyitayita-ko # awo.

bo Babadde # bayitayita-ko # awo.

DRILL: Compound tense, first verb in perfective tense.

ffe

okusoma

Mbadde # ndya'.

Tubadde # tulya.

Tubadde # tusoma.

I've been eating.

We have been eating.

We have been reading.

nze Mbadde # nsoma. I've been reading.

okwagala Mbadde # njagala+ I've been wanting somefood.emmere emmere,

ffe Tubadde # twagala + We have been wantingsome food.emmere.

dkuzannya Tubadde # tuzannya. We have been playing.

nze Mbadde # nzannya. I've been playing.

okwambala Mbadde # nnyambadde + I've been wearing ahat.enkuufiira enkuufiira.

ffe Tubadde # twambadde + We have been wearinghats.enkuufiira.

DRILL: Optional use of [nsA] in compound tense.

'I have been eating.'

Mbadde # nga ndya.

Tubadde # nga tusoma.

Babadde # nga bayitayita.

Abadde # nga agenda ka.

312-413 0 - 68 - 15

189

'I've been eating.'

Mbadde # ndya.

Tubadde # tusoma.

Babadde # bayitayita.

Abadde # agenda ka,


DRILL: Compound tense, first verb in perfective vs. nearpast tense.

'I was eating/have 'I was (near past)been eating.' eating.'

Mbadde ndya.

Tubadde tulya.

Tubadde tuzannya.

Abadde afuluma ebweru.

Abadde awuliriza.

Bdbadde bawuliriza.

To the student:

Ndbadde ndya.

Twabadde tulya.

Twabadde tuzannya.

Yabadde afuluma ebweru.

Yabadde awuliriza.

Baabadde bawuliriza.

Concerning compound tenses, see Ashton, chapter 24;Chesswas gives less attention to this matter, butdiscusses [nga] in chapter 13. Note that thisunmarked [# nga] is quite different from the marked[ngal-] that is used in exclamations. This distinctionis made quite clearly in Ashton, p. 444ff.

Glossary:

.komal-wo

a.ka.wungeezi

e.n.nimiro

.yitayita

(.komye-wo)

(KA)

(N)

(.yiseyise')

190

return

evening

garden, field

move about


LESSON 62

1. This text also is very much like the ones that precededit. Listen to the first version only, and answer thefollowing questions.

Fort Portal kiri mu nsi ki?

Kiri mu bukiika ki obwa Uganda?

Mulimu abantu ba mawanga ki?

Abantu abasinga obungi ba ggwanga ki?

2. Tell in your own words as much as you can remember aboutFort Portal.

3. Supply concords at the places indicated by blanks. Checkyourself by listening to the second tape recording.

Fort Portal e kibuga kulu mu Toro. Toro

e nsi mu mu nsi e ri mu Uganda, ri

bukiika ebugwanjuba a Uganda, ku nsalo _a

Kongo ne Uganda. Fort Portal rimu Abatoro

ngi kubanga ri mu nsi a Toro, naye limu

n'amawanga ngi; abantu a va mu bitundu ngi

e tali mu e a Uganda. Abantu omu Fort

Portal kola emirimu ngi njawulo nga

sinziira ku bitongole e ri mu gavumenti,

nglekitongole 'ebyenjigiriza, ekitongole

'obulimi nlebitongole rala.

4. Dictation:

Fort Portal kye kibuga ekimu ku bibuga bya

Uganda, kiri mu Toro. Toro ye nsi eri mu

Uganda mu bukiika bwe'bugwanjuba. Ensi Toro

erimu Batoro era nlabantu abasinga mu kibuga

Fort Portal Batoro. Abatoro bakola omulimu

191


gw'obulimi naye abantu abali mu kibuga Fort

Portal abasinga obungi bakola mu makolero

ag'omu bitongole bya gavumenti, ng'ebitongole

by'ebyenjigiriza, ebitongole by'obulimi

n'ebitongole ebirala.

DRILL: Subject prefixes with [-rimu]

Soroti

amakolero

Uganda

abantu

bangi

AMIMMI/1111

Ensf 4. Toro / erimu + Abatoro. The country of Torohas Batoro in it.

Ekibuga 4 Sorati / kirimu

+ Abatoro.

Ekibuga Sor2ti kirima+amakolero.

Ensj, Uganda / erimu

amakolero.

Ensi Uganda erimu abantu

bangi.

Kampala Ekibuga Kampala kirimu abantu

bangi.

emigga Ekibuga Kampala kirimu emigga

mingi.

Again, tell in your own words as much asabout Fort Portal.

Glossary:

.liraana (.1iraanye'

192

In the town of Sorotithere are Batoro.

In the town of Sorotithere are factories.

The country of Ugandahas factories in it.

In the country ofUganda there aremany people.

The city of Kampalahas many people in it.

The city of Kampalahas many streams init.

you can remember

be adjacent to, beneighbor to, benext to


okusoma

okulaba

LESSON 63

Leero + olweggulo / tunaasoma

+ ebitabo bvaffe.

Leero + olweggulo / tunaalaba

+ omupiira + ogw'e-mpaka.

okuzannya Leero + olweggulo /

tunaazannya + omupiira.

okubeera Leero + olweggulo /

tunaabeera mu kibuga.

okusoma Leero + olweggulo /

munaasoma-ki

okulaba Leero + olweggulo /

munaalaba-ki2'

This afternoon wewill read our books.

This afternoon wewill watch a foot-ball game.

This afternoon wewill play football.

This afternoon wewill be in town.

What are you goingto read this after-noon?

What are you goingto see this afternoon?

DRILL: Near future, second person vs. first person singular.

'Axe you going to eatbreakfast in the morning?' 'Yes, I will.'

okulya Enkya onoolya ekyenkya? Yee, nnaalya.

okuyiga Enkya onooyiga Oluganda? Yee, nnaayiga.

okujja Enkya onojja mu kibiina? Yee, nnajja.

okusoma Enkya onoosoma Oluganda? Yee, nnaasoma.

okunaaba Enkya onoonaaba? Yee, nnaanaaba.

okuzannya Enkya onoozannya omupiira? Yee, nnaazannya.

okuyingira Enkya onoovingira mu kibiina? Yee, nnaayingira.

okufuluma Enkya onoofuluma mu kibiina? Yee, nnaafuluma.

193


DRILL: Near future, monophonic vs. diphonic subject prefixes.

Nnaakoma-wo.

Nnaafuluma + ebweru.

Nnaalya' + ebibala.

Nnaava'mu ssomero.

Nnaasangula + olubaawo:.

Nnaawandiika + ebbaluuwa

Tunaakoma-wo.

Tunaafuluma + ebweru.

Tunaalya + ebibala.

Tunaava' mu ssomero.

Tunaasangula + olubaawrocr.

. Tunaawandiika + ebbaluuwa.

C-1

A: Leero (olweggulo) onookola ki%

B: Nnaa(soma ebitabo byange).

A: (Enkya) onoo(golokoka) essaawa mmeka?

B: Nnaa(golokoka) essaawa (emu).

Glossary:

o.mu.piira (MU-MI) football, ball, rubber, mackintosh

e.m.paka' (N) argument, strife, competition

o.mu.piira + ogw'e-mpaka'football match

e.ki.tabo (KS-BI) book

To the student:

For further information about the near future tense,see Ashton, p. 124; Chesswas, par. 65-7. Noteparticularly that the vowel of the tense prefixchanges to [o] after the subject prefix [o] and[e] after the subject prefix [e]. Tonally, thestem pattern for affirmative indicative is FF(Synopsis, par. 28); for affirmative relativeand for all negatives, the pattern is FM (Synopsis,par. 29).

Although the near future tense with prefix [naa] isfrequently used, it is paralleled by a two-word('periphrastic') tense construction which consistsof some form of [.jja] 'come' followed by theinfinitive of the main verb. For this reason, the

194


M-2

drills involving the [naa] tense are given also withthis periphrastic future. For more information dboutthe periphrastic future, see Ashton, p. 318; Chesswas,par. 186.

dkusoma Leero olweggulo, tujja

kusoma ebitabo byaffe.

okulaba Leero olweggulo, tujja

kulaba omupiira ogw'empaka.

okuzannya Leero olweggulo, tujja

kuzannya omupiira.

okubeera Leero olweggulo, tujja

kubeera mu kibuga.

okusoma Leero olweggulo mujja

kusoma ki?

okulaba Leero olweggulo mujja

kulaba ki?

This afternoon, weshall read our books.

This afternoon, weshall watch afootball match.

This afternoon, weshall play football.

This afternoon, weshall be in town.

What are you going toread this afternoon?

What are you going tosee this afternoon?

DRILL: Near future, second person vs. first person singular.

okulya

okuyiga

okujja

okusoma

okunaaba

'Are you going to eat breakfastin the morning?

Enkya ojja kulya ekyenkya?

Enkya ojja kuyiga Oluganda?

Enkya ojja kujja mu kibiina?

Enkya ojja kusoma Oluganda?

Enkya ojja kunaaba?

195

'Yes, I am.'

Yee, nzija kulya.

Yee, nzija kuyiga.

Yee, nzija kujja.

Yee, nzija kusoma.

Yee, nzija kunaaba.


okuzannya Enkya ojja kuzannya omupiira? Yee, nzija kuzannya.

okuyingira Enkya ojja kuyingira mu kibiina? Yee, nzija kuyingira.

okufuluma Enkya ojja kufuluma mu kibiina? Yee, nzija kufuluma.

DRILL: Near future, monophonic vs. diphonic subject prefixes.

Nzija kukomawo.

Nzija kufuluma ebweru.

Nzija kulya ebibala.

Nzija kuva mu ssomero.

Nzija kusangula olubaawo.

Nzija kuwandiika ebbaluwa.

Tujja kukomawo.

Tujja kufuluma ebweru.

Tujja kulya ebibala.

Tujja kuva mu ssomero.

Tujja kusangula olubaawo.

Tujja kuwandiika ebbaluuwa.

C-1

A: Leero (olweggulo) ojja kukola kiY

B. Nzija kusoma sbitabo byange.

C-2

A: (Enkya) ojja kugolokoka essaawa mmeka?

B: Nzija kugolokoka essaawa emu.

196


ennyama Leergf + kutunaaly_a.'

amatooke Leer2:+ kutunaaly_a:

lumonde Leer2:+ kutunaellrg

omugaati Leers?: + kutunaalyg

omuceere Leercr+ kutunaalyg

ennyaanya Leers, + kutunaalya:

emboga Leer2' + kutunaallrg

LESSON 64

lzyemi sang /+ ennyama.

kytmis a ng /+ amatooke,

kytmisana:lurnonde.

kytmisana:+ omugaati.

kyemisana:+ omuceere.

kyemisana: /+ ennyaanya.

kytmisang+ emboga.

arnagi Enkya + ku kyenkya' /tunaalya' + amagi*.

omugaati Enkya' + ku kyenkya' /tunaalya' + omugaati.

obuugi Enkya' + ku kyenkyd /tunaawuuta + obuugi.

caayi Enkya' + ku kyenkya' /tunaanywa` caayi.

ekyenkyah Tunaalya'-ki + ku kyenkya*?

197

Today at lunch we'lleat meat.

Today at lunch we'lleat bananas.

Today at lunch we'lleat potatoes.

Today at lunch we'lleat bread.

Today at lunch we'lleat rice.

Today at lunch we' 11eat tomatoes.

Today at lunch we' 11eat cabbage.

Tomorrow at breakfastwe'll eat eggs.

Tomorrow at breakfastwe' 11 eat bread.

Tomorrow at breakfastwe'll have porridge.

Tomorrow at breakfast wewe'll drink tea.

What will we eat atbreakfast?


C-1

A: Tunaa(lya) ki ku (kyemisana)?

B: Tunaa(lya) (lumonde).

DRILL: Near future with and without object infixes.

kaawa

lumonde

omuceere

omugaati

emigaati

eggr

amagr

ekibala

ebibala

ennyama

enkoko

Nnaanywa'+ kaawa.

Nnaalya'+ lumonde.

Nnaalyas+ omuceere.

Nnaalya + omugaati.

Nnaalya + emigaati.

Nnaalya eggi%

Nnaalya + amagia,

Nnaalya + ekibala.

Nnaalya + ebibala.

Nnaalya + ennyama.

Nnaalya + enkoko.

Nnaamunywa%

Nnaamulya%

Nnaagulya%

Nnaagulyal

Nnaagirya.

Nnaalirya.

Nnaagalya.

Nnaakirya.

Nnaabirya.

Nnaagirya.

Nnaagirya.

DRILL: Near future, object infixes with unmarked verbs.

Nnaasoma + ekitabo.Nnaasoma + ebbaluuwa.

Nnaawardiika ebbaluuwa.

Nnaazimba + ennyumba.

Nnaasangula + olubaawo.

Nnaateeka + ensimbi + ku mmeeza.

Nnaasomesa + Olungereza.

Nnaalya omugaati.

198

Nnaakisona.

Nnaagisoma.

Nnaagiwandiika.

Nnaagizimba.

Nnaalusangula.

Nnaaziteeka ku mmeeza.

Nnaalusomesa.

Nnaagulya.


DRILL: Concords with new nouns.

ettooke

amatooke

omugaati

emigaati

ekibala

ebibala

omuceere

'This banana is good.'

Ettooke # lino / ddungi.

Amatooke gano malungi.

Omugaati guno mulungi.

Emigaati gino mirungi.

Ekibala kino kirungi.

Ebibala bino birungi.

Omuceere guno mulungi.

ennyaanya (pl.) Ennyaanya zino nnungi.

emboga (sg.)

lumonde

caayi

kaawa

eggi

amagi

obuugi

Emboga eno nnungi.

Lumonde ono mulungi.

Caayi ono mulungi.

Kaawa ono mulungi.

Eggi lino ddungi.

Amagi gano malungi.

Obuugi buno bulungi.

For teacher: Continue with such other

-ggya: (new)

- ddugavu (black)

- nene (big)

- wanvu (tall, long)

- eeru (white)

- lamu (sound)

- to (young)

- zibu (difficult)

199

'That [one] is bad.'

Liri / bbi.

Gali mabi.

Guli mubi.

Giri mibi.

Kiri kibi.

Biri bibi,

Guli mubi.

Ziri mbi.

Eri mbi.

Oli mubi.

Oli mubi.

Oli mubi.

Liri bbi.

Gali mabi.

Buli bubi.

adjectives as:

-bf (bad)

- bisi (raw)

- gumu (hard)

- genyi (foreign)

- gezi (clever)

- angu (easy)

kadde (worn out)


To the student:

Concerning the adjective concords, see Ashton, p. 25,and also the various chapters on the concordial classes;Chesswas, par. 14 and corresponding parts of chapterson other classes, as well as Appendix II. On the forma-tion of the adjective stems themselves, see Ashton,chapter 31.

Glossary:

o.mu.ceere

e.n.nyaanya

e.m.boga

o.bg.ugi

.wuuta

(MU-MI)

(N)

(N)

(KA -BU)

(.wuuse')

200

rice

tomato

cabbage

porridge

drink with a sudkingnoise



B: Maama /

Nnakalema

A: Nze # Nnakalema

B : Ooo! Nnakalema?

Kkungu

awle Kkungu

A: Kkungu # eyo.

B : Owle Kkungu + nnyabo?

A : Mom .

mmuyite

omukyala mmuyite

LESSON 65

kwe kugamba

13: Mmm. Kwe kugamba / omukyala/ mmuyite?

ku mirimu

ku mirimu,gye

okuggya

kumuggya

leka kumuggya

A: Aaa, tqmuyita, leka / kumuggya

+ ku mirimu cive.

B : Man

olulala

nnaamulaba

A: Nnaamulaba + olulala.

201

Madame, who are you?

Nnakalema

I am Nnakalema

Ooo. Nnakalema?

Kkungu

of Kkungu

(Nnakalema) of Kkungu.

(Nnakalema) of Kkungu, madame?

Mrnm.

may I call her

may I call the lady ofthe house

that's to say

Mmm. May I call the lady ofthe house?

on duties

on his/her duties

to take away

to take him/her away from

on her duties

No, don't call her, don'ttake her away from her work.

another one

I'll see her

I'll see her next time.


nnaamugamba

B : Nnaamugamba ntya + nnyaboY

okutumira

yakutumidde

Nnakalema yakutumidde

A: Mugambe nti / Nnakalema /

yakutumidde.

B : Kale # nnyapo.

A: Kale.

Mmm.

A: Weeraba + ssebo.

B: Kale + maama.

A: Mmm.

B : Weeraba.

A: Kale.

B: Mmm.

A: Mmm.

I ghall tell her/him

What shall I tell her, madame?

to send regards

he/she sent her regardsto you

Nnakalema sent her regards

Tell her that Nnakalema sent herregards.

All right, madame.

All right.

Mmm.

Goodbye, sir.

All right, madame.

Mmm.

Goodbye.

All right.

Mom .

Mmm.

NB The form [omugamba] is preferable to [mugambe] in thiscontext.

DRILL: Negative imperative forms.

Yita + abayizi.

Abayizi / bayite.

Sansula + olubRawo'.

Yingira mu kibiina.

Tuula ku ntebe.

Ggalawo oluggi.

Tovita + bayizi. Leka ,/ kuyita + bayizi.

Tobayita. Leka / kubavita.

Topangula + lubRawsl*. Leka / kusangula lubaawse.

Toyingira mu kibiina. Leka kuyingira mu

kiblina.

Totuula ku ntebe. Leka kutuula ku ntebe.

Toggalawo luggi. Leka kuggalawo luggi.

202


Ggulawo oluggi. Toggulawo luggi.

Wandiika erinnya lyo. Towandiika

linnya lyo.

DRILL: Subjunctive with object.

omukyala Omukyala mmuyite?

amuyite Omukyala amuyite.

abalala Abalala abayite.

abatumire Abalala abatumire.

abayizi Abayizi abatumire.

abasomese Abayizi abasomese.

Glossary:

. gamba (.gambye)

. ggya (.ggy0

.leka (.lesd)

.tumira (.tumidde)

203

Leka kuggulawo luggi.

Leka kuwandiika

linnya lyo.

Shall I call the lady?

Let him call the lady.

Let him call the others.

Let him send his regardsto the others.

Let him send his regardsto the students.

Let him teach thestudents.

tell, say

take away

leave

send regards to

LUGANDA BASIC COURSE .,

LESSON 66

1. Listen to the first recording about Masaka, and fill inthese blanks:

Masaka kiri mu bwa Uganda.

Masaka kiri mu Buganda.

The word [ekirimul is the form that correspondsto [kirimu].

Judging from the context, [abafuzi] might mean(officials? affairs? resources?)

[Gavument eya wakati] means . (within the centralgovernment? government of the center? government?)

Abalimi babeera mu byalo, sso ssi

Masaka kiri mu bugwanjuba bwa Uganda, sso ssi

Kampala kibuga, sso ssi

Supply concords. Check your answers by listening to the secondrecording about Masaka.

hasaka e kibuga mu mu bibuga ri mu

Buganda. ri mu maserengeta a Buganda.

ri ku luguudo genda e Mbarara. rimu

abantu singa obungi Baganda, naye limu

abantu ngi amawanga njawulo va

mu Uganda. Abantu omu kitundu o balimi

naye abasinga obungi kola mu ofiisi

'ebitongole a gavumenti, ng'ekitongole

ebyenjigiriza n'ebitongole rala.

204


2. Dictation:

Masaka kye kibuga ekimu ku bibuga ebiri mu

Buganda. Buganda ye nsi emu ku nsi eziri

mu Uganda mu kitundu ekya wakati. Masaka

kiri ku luguudo olugenda e Mbarara ku

bukiika obw'amaserengeta ga Uganda. Mulimuabantu bangi ab'enjawulo naye abasinga obungi

Baganda. Abantu blomu kibuga Masaka bakola

emirimu mingi egylenjawulo nga gisinziira ku

bitongole ebiri mu gavumenti, naye abantu

b'omu kitundu ekyo abasinga obungi balimi.

Students should ask one another questions about Masaka.

Glossary:

312-413 0 - 68 - 16

o.mu.fuzi (MU-BA) ruler

ss.) ssi but not

205


LESSON 67

okuyiga Enkya7 tetuuyiat +

Luganda.

okugenda Enkya' / tetuugende + mu

ssineema.

okulya Enkya' / tetuulye'+

byannyanja.

okulaba Enkya' / tetuulabe +

mupiira.

okunyumya Enkya / tetuunyumye +

ne mlkwano gyaffe.

okusomesa Enkya*/ tetuusomese +

baana.

okuyiga

okugenda

Enkya*/ munaaviqa +

Oluganda?

Enkyag/ munaagenda + mu

ssineema?

Raan.dm=MINrJvlmO

Tomorrow we won't studyLuganda.

Tomorrow we won't goto the movies.

Tomorrow we won't eatfish.

Tomorrow we won'twatch football.

Tomorrow we won't taIkwith our friends.

Tomorrow we won't teachchildren.

Will you (pl.) studyLuganda tomorrow?

Will you (pl.) go tothe cinema tomorrow?

A : Enkya munaa(yiga Oluganda)?

(B,C): Nedda, enkya tetuu(yige Luganda).

A : Enkya munaakola ki?

(B,C): Enkya tunaagenda mu katale.

A : Enkya onoolya (abyennyanja)?

B Nedda enkya siirye (byannyanja).

206


A : Enkya onoolya ki?

B Enkya nnaalya (nnyama).

To form the negative of the near future

we change the final [-a] of the verb

stem into [-e] and then double the vowel

of the negative pronoun prefix.

DRILL: Negative of near future.

okugenda eka

ggwe

dkusomesa Oluganda

nze

okuyiga Oluganda

ffe

okuzannya omupiira

mmwe

okwambala engatto

ye

'They won't (near future) go home'.

Tebaagende ka.

Toogende ka.

Tebaasomese Luganda.

Siisomese Luganda.

Tebaayige Luganda.

Tetuuyige Luganda.

Tebaazannye mupiira.

Temuuzannye mupiira..

Tebaayambale ngatto.

Taayambale ngatto.

DRILL: Near future affirmative vs. negative, all personsand numbers.

'Is the teacher goingto go home?,

omusomesa Omusomesa anaagenda eka?

abasomesa Abasomesa banaagenda eka?

ffe

mmwe

ggwe

nze

Tunaagenda eka?

Munaagenda eka?

Onoogenda eka?

Nnaagenda eka?

207

'He's not goingto go home.'

Taagende ka.

Tebaagende ka.

Temuugende ka.

Tetuugende ka.

Siigende ka.

Tuogende ka.

To the student:

The negative counterpart of the near future tense is notformed simply by prefixing [te]. Instead, an entirelydifferent form is used, which looks like a negativesubjunctive. See Ashton, p. 128; Chesswas, par. 90.Tonally, the stem has the pattern FM (S no sis, par. 29).The negative of the periphrastic future see Lesson 63)is of course made by using the negative of the appropriateform of the auxiliary verb [.jja] 'come'.

Glossary:

e.s.sineema (N)

e.ky.p.n.nyanja (KI-BU) fish

o.mu.piira (MU-MI) ball, rubber, madkintodh

208


LESSON 68

dkusitula Tulisitula + mu mwaka +

ogujja + okugenda mu

Uganda.

okugenda

okubuuka

okuyita

okuva*+mu

okugenda

Tuli-gendera mu nnyonyi.

Tuli-buukira + mu kisaawe

ky'2.-nnyonyi + efiew York.

Tuliyita + mu nsi: /nnyingi

ez'Afrika ey'pipugwan'u7-a.

Tuli-viira-mu + mu kisaawe

ky' Entebbe.

Tuli-gendera mu mmotoka +

okutuuka e Kampala.

dkusitula Mulisitula ddi + okugenda

mu Ugand4

okugenda

We'll set off forUganda next year.('in the year thatcomes.')

We'll go by (lin')plane.

We'll fly from theairport in New York.

We'll pass [through]many countries ofWest Africa.

We'll get off at theEntebbe airport.

We'll go by car asfar as Kampala.

When will you set offto go to Uganda?

Muli-genda mutya, How will you go?

The infix [-li-] indicates an action

taking place after twenty-four hours

or at some unspecified time in the

future.

209


To the student:

The general future is characterized by the tense prefix[li]. See Ashton, p. 124; Chesswas, par. 68-9. Tonally,this tense is peculiar in that a [-] juncture without wordboundary follows [li] if the stem is of the unmarked class.This applies to the affirmative indicative and to allnegative forms, which have the stem tone pattern FF. Whether[-] is found also in affirmative relative forms of unmarkedverbs is impossible to determine positively, since the stemtone pattern there is FX. (For the meaning of [-] seeSynopsis, par. 45-47.)

There is a 'periphrastic' future (see Lesson 63) construc-tion which corresponds to the [li] tense; its auxiliaryverb is [.genda]. See Ashton, p. 318.

okusitula Tugenda kusitula omwaka We'll set off for

ogujja okugenda mu

Uganda.

okugenda Tugenda kugendera mu

nnyonyi.

okubuuka Tugenda kubuukira mu

kisaawe e New York.

okuyita Tugenda kuyita mu nsi

nnyingi ez'Africa

ey'ebugwanjuba.

okuvaamu Tugenda kuviiramu mu

kisaawe ky'Entebbe.

okugenda Tugenda kugendera mu

mmotoka okutuuka e

Kampala.

210

Uganda next year.

We'll go by ('in')plane.

We'll fly from theairport in New York.

We'll pass (through)many countries ofWest Africa.

We'll get off atEntebbe airport.

We'll go by car asfar as Kampala.


M-2

okusitula

okugenda

Mugenda kusitula ddi

dkugenda mu Uganda?

Mugenda kugenda mutya?

okugolokdka Ku Lwassabbiiti tetugenda

kugolokoka mangu.

okuyiga

okujja

okugenda

Ku Lwassabbiiti tetugenda

kuyiga Luganda.


kujja mu kibiina.


kugenda mu ssineema.

M-2

okugolokoka Ku Lwassabbiiti mugenda

kugolokoka mangu?

okuyiga

m-3

olunaku

lwaki?

Ku Lwassabbiiti mugenda

okuyiga oluganda?

Olwassabbiiti lugenda

kuba lunaku lukulu.

Lwaki temuligolokoka

mangu?

211

When will you set offto go to Uganda?

How will you go?

On Sunday we won'tget up early.

On Sunday, we won'tstudy Luganda.

On Sunday, we won'tcome to class.

On Sunday, we won'tgo to the movies.

Are you (pl.) going toget up early on Sunday?

Are you going to studyLuganda on Sunday?

Sunday will be aholiday.

Why aren't you goingto get up early?


Glossarz:

. situla (.situdde) raise, lift up, starton a journey

. buuka (.buuse') fly, jump

o.mw.aka (MU-MI) year

.yita (.yise') pass, go through

. ve+mu (.vudde-mu) get off

omwaka + ogujja the year which comes(next year)

212


pronunciation buildups:

LESSON 69

olabise'-ko

-bula

kabula

kabula dda

munnaffe

munnaffe kabuladda

A: Munnaffe + kabuladda

olabise'-ko?

B: Eee. Ndabise'-ko.

dkukulaba

tusanyuse

A: Nga + tusanyuse

B: Nanat.

A: Wuuuu. Eradde?

B: Eradde.

A: Mmm.

A: Nyooge?

B: Nnyooge.

A: Bali batyg

B: Gye ball.

A: Iii

okukulaba

+ okukulaba,

mubuze'

nga mubrze

bannaffe

Bannaffe, nga mubuze'

213

you're seen

get lost

the lost

the long lost

our friend the long lost

Our long lost friend, is itreally you?

Yes, it's I.

to see you

we're glad to see you

We're so glad to see you.

Me, too.

Wuuuu. Is there peace whereyou come frow?

There is peace Where I comefrom.

Mmm.

Is it surely peaceful?

It's surely peaceful.

How are they at home?

They are there (all right).

you're lost

you're so lost

our friend

Oh. Dear friends you're beenaway for so long!


ewaffe our home

tuli eyo we're there

Tuli eyo ewaffe. We're over there at ourour home.

B: Eee, tubuze'l tuli # eyo / Yes, we've been lost there at

ewaffe. our home.

A: Omukyala / ali aty2)

antumye

Antumye okubalaba.

B: Omukyala / cgy'ali; an-tura!:

+ okubalaba.

A: Ali atya?

B: Gy'ali.

A: Ate + abaana?

gye bali

gye bali balungi

B: Abaana / gye ball + balungi.

A: Iii! Bannaffe!

Muli mutyal

B: Muli mutya # eno%

A: Tuli bulungi.

How is your wife?

she/he has sent me

she/he has sent me tosee you

My wife is there (home) andsends her regards.

How is she?

She's there.

How about the children?

they are there

they are there (home)well

The children are well.

M.! Dear friends!

you're how%

How are you here?

We're all right.

etonnya it is raining

enkuba rain

B: Enkuba / etonnya? Does it rain (here)?

A: Etonnya. It rains.

ewaffe at our home

n'ewaffe and at out home

B: 000! N'e-waffe / etonnya. Ooo. It rains at our home, too.

214


DRILL: Affirmative vs. negative with subject prefix [e-1,various tenses.

Glossary:

Enkuba / etonnya. Enkuba / t2s12arml.

Enkuba / etonnyeL. Enkuba / tetonnyel_.

Enkuba / yatonnye.L. Enkuba /Enkuba yatonnya. Enkuba / teyatonnv4..

Enkuba / eneetonnya. Enkuba / teetonnye..

mu.nna.ffe (MU-BA) our friend

kabuladda a friend who has been lostfor a long time

tuma (.tumye*) send greetings to, sendmessage to, send

e.n.kuba (N) rain

. tonnya (.tonnye') fall (rain), drip


LESSON 70

1. Listen to the first recorded version of the text aboutMityana, and complete the following:

[Luguudo olugenda e Fort Portal] means:

The road goes to Fort Portal.

The road that goes to Fort Portal.

You take the road to Fort Portal.

The word [olugenda] is form of the verb.

an 'indicative' a 'relative'

The form [ebiri] in i:ebibuga ebiri mu Buganda] is

indicative relative

The meaning of [ebiri] is approximately:

which are they are are they?

216

[b]

[b]

[b]

Listen to the first recording about Mityana and makea list of the four relative verb forms. Then checkyour list with the following:

olugenda abasinga ebiri abasinga

Listen again to the first recording about Mityana.The new word is

esaaza

This new word means

county

esazza essaza

resources circumstance

[c]

[a]

Listen to the second recording about Mityana, and fillin these blanks:

[Embuga] means 'headquarters'. It is in the

class. It has the same root as

a word which we have already met.

which is

[N,ekibuga]

The word [owessaza] means 'county chief'. The plural

is

abawessaza abassaza abaamasaza

217

[c]


The verb [afuga] means (who lives? whorules? rules) It is related to the nounwhich we have already met.

abafuzi]

If it were spelled as it is pronounced, the name ofthis town would be

MetyanA Mitiiyang Metyaana

Listen again to the second recording about Mityanaand make a list of all relative verb forms. Thencheck your list with the following:

ebiri aba-va

eziri ebitali

olugenda afuqa

abasinga ebiri

2. Dictation:

Mityana kye kibuga ekimu ku bibuga ebiri mu

Buganda. Buganda ye nsi emu ku nsi eziri mu

Uganda, ng' eri mu kitundu eky'a wakati.

Mityana, abantu abasingamu obungi Baganda, naye

mulimu abantu bangi abava mu bitundu ebitali

bimu ebya Uganda ne mu nsi endala. Mityana

kirimu embuga enkulu eyowessaza afuga mu

kitundu ekyo. Abantu b'omu kitundu ekyo

ahasinga obungi balimi naye abantu b'omu

[b


kibuga Mityana bakola emirimu mingi egitali

gimu nga gisinziira ku bitongole ebiri mu

kibuga ekyo ebya gavumenti. Abalala balimi

n'abalala bakola mu kitongole ekylebyenjigiriza

n'emirimu emirala.

Tell what you remember about Mityana.

Using a map of Uganda as your only crutch, talk forfive minutes about towns in Uganda.

Ask and answer questions about the nine cities thathave been the subjects of Texts 1-9.

DRILL: Indicative vs,, relative present, [-li].

'They are in Buganda.' 'which are in Buganda'

(ebibuga)

(emmotoka*)

(emigga)

(amasomero)

(abantu)

(ekibuga)

(omugga)

(emmotoka')

(essomero)

(omuntu)

Biri mu Buganda.

Ziri mu Buganda.

Giri mu Buganda.

Gali mu Buganda.

Bali mu Buganda.

Kiri mu Buganda.

Guli mu Buganda.

Eri mu Buganda.

Liri mu Buganda.

Ali mu Buganda.

219

ebiri + mu Buganda

eziri + mu Buganda

egiri + mu Buganda

agali + mu Buganda

abali + mu Buganda

ekiri + mu Buganda

oguli + mu Buganda

eri + mu Buganda

eriri + mu Buganda

ali + mu Buganda


DRILL: Indicative vs. relative present, various verbs,diphonic subject prefix.

'They read.' '[Those] who read.'

Basoma. abasoma

Bawandiika. abawandiika

Basomesa. abasomesa

Bayingira. abayingira

Patandika. abatandika

Baylmirira. abayimirira

Balya% aba]ya:

DRILL: Indicative vs. relative present, various verbs,monophonic subject prefix,

'He reads.' ',He] who reads'

Asoma. asoma

Awandiika. awandiika

Asomesa. asomesa

Ayingira. ayingira

Atandika. atandika

Ayimirira. ayimirira

Alya% alya'

Make up your own drill on the contrast between relativepresent forms with monophonic subject prefix and relativepresent forms with diphonic subject prefix.

To the student:

The only difference between 3 sg. indicative and 3 sg.relative affirmative forms of thc, present tense is thedifference between stem tone patterns FF and FX (2yaaptELa,

par. 28,31).

Glossary:e.m.buga (N) chief's encloeure

(.fuze') rule

220


LESSON 71

okugoldkoka Ku Lwassabbiiti / tetuli-

golokoka + mangu.

okuyiga Ku Lwassabbiiti /

tetuliyiga + Luganda.

okujja Ku Lwassabbiiti /

tetuli-jja + mu kibiina.

dkugenda Ku Lwassabbiiti / tetuli-

genda + mu ssineema.

okuzannya Ku Lwassabb4_iti / tetuli-

zannya + mizannyo.

dkugolokoka Ku Lwassabbiiti / muli-

goldkdka mangu?

okuyiga Ku Lwassabbiiti / muliyiga

Oluganda?

olunaku Olwassabbiiti / luliba

lunaku + lukulu.

lwakiY Lwaki temuli-goldkoka

mangu%

312-413 0 - 68 - 17 221

On Sunday we won'tget up early.

On Sunday we won'tstudy Luganda.

On Sunday we won'tcome to class.

On Sunday we won'tgo to the movies.

On Sunday we won'tplay games.

Are you (pl.) goingto get up early onSunday?

Are you going tostudy Luganda onSunday?

Sunday will be aholiday.

Why aren't you goingto get up early?


C-1

DRILL: General future forms of some familiar sentences.

1He has sent me to greet'see') you.

Antumyv+ okubalaba.

Enkuba / etonnya.

Nnaamugamba ntyaY.

Agenzeemu nnimiro.

Anaakoma-wo + ddi7

Nsomesa Ggayaaza.

Dijenda Jjinja Busoga # eyo.

'He will send me togreet ('seel) you.'

Alintuma + okubalaba.

Enkuba / eritonnya.

Ndi-mugamba ntyaY

Ali-genda mu nnimiro.

Alikoma-wo + ddiS

Ndi-somesa Ggayaaza.

Ndi-genda Jjinja Busoga # eyo.

DRILL: Negative indicative vs. affirmative relative, generalfuture.

'We worOt get up early.'

Tetuli-golokoka + mangu.

Tetuliyiqa + Luzungu.

Tetuli-jja + mu kibiina.

Tetuli-genda + mu sineema.

Tetuli-zannya + mizannyo.

Tetuliwummula + jjo.

'Who

Baani. +

Baani +BaaniBaani +BaaniBaani +

will get up early?'

abaligolokoka + amanguY

abaliyi2A+OluzunguY

abaliija + mu kibiin0

abaligenda + mu ssineema%

abalizannya + emizannyoY

abaliwummula jjogf

A: Ku Lwassabbiiti muli(goldkoka mangu)?

B: Nedda, ku Lwassabbiiti tetuli(golokoka mangu).

A: LwakiY

B: Kubanga lunaku lukulu.

C-2

A: Ku Lwassabbiiti oli(golokoka mangu)?

B: Nedda, ku Lwassabbiiti siri(golokoka mangu).

222


The general future

you insert the Ili]

pronoun prefix and

sl-ri-genda

to-li-genda

ta-li-genda

tense negative is regular;

tense between negative !

verb stem. e.g.

tetu-li-genda

temu-li-genda

teba-li-genda

To the student:

The negative of the [li] tenses as noted in Lesson 68has the stem tone pattern FF, and a hyphen follows [li]is the stem is of the unmarkeu class. The affirmativerelative has FX.

Glossary:

lwak

kubanga

o.lu.naku (LU-N)

o.lu.naku + olukulu


A: Okwakol, jangu wano mwattu.

B: Tompitayita. Oyagala ki?

A: Njagala emmere yonna gylolina.

B: Nnina ntono nnyo, ate mbisi.

A: Gimpe ngitwale.

B: Iii. Nze ate jjo ndirya ki?

A: Leero akawungezi nnaakuleetera

emmere endala.

B: Kale.

223

why?

because

day

a holiday

Okwakol, come here please.

Don't call me. What do youwant?

I want all the food you have.

I have a little and it is raw.

Give it to me to take.

Oh. And me - what shall Ieat tomorrow?

I'll bring you other foodthis evening.

All right.


M-1

M-2

C-1

C-2

LESSON 72

dkusomesa Mu Uganda / nnaasomesanga +

abaana.

okwogera Mu Uganda / nnaayogeranga +

Oluganda + n'Olungereza.

okulya Mu Uganda / nnaalyanga +

amatooke.

okukyalira Mu Uganda / nnaakyaliranga +

abazadde bla-baana.

okunyumya Mu Uganda / nnaanyumyanga

mu Luganda.

okukola Mu Uganda / onookolanga-kii

A: Mu Uganda onookolanga ki?

B: Mu Uganda nnaa(somesa)nga (abaana).

A: Mu Uganda onoo(nyumyanga mu Luganda)?

B: Yee

Nedda

To the student:

In Uganda I'm goingto be teachingchildren.

In Uganda I'll bespeaking Lugandaand English.

In Uganda I'll eatbananas.

In Uganda I'll visitthe parents of thechildren.

In Uganda I'll speak(in) Luganda.

What will you bedoing in Uganda?

The [nga] suffix is usable with many, though not withall tenses. Its general meaning, which is 'repeatedor regular action', varies a bit from tense to tense,See Ashton, p. 24, 247, 447-8; Chesswas, par. 133(a).Tonally it is unmarked, and gratifyingly inert.

224


Glossary:

I

.ogera (.ogedde) speak, talk

.kialira (,kyalidde) visit someone

o.mu.zadde (MU-BA) parent


LESSON 73


Ssemakula Ssemakula

omwami master

A: Ssebo + mwami Ssemakula. Mr. Semakula.

mukama lord

B: Mukama wange. My lord.

byannyanja fish

byannyanja oba nnyama fish or meat

tunaalya byannyanja we're going to eat fishor meat?dba nnyama?

A: Olwa-leero / tunaalya' Today, are we going to eat

byannyanja, dba / nnyama? fish or meat?

twalya byannyanja we eat fish

anti jjo twalya byannyanja since yesterday we ate fish

B: Oba / tulye' ku nnyama, anti Or should we eat meat, since we

jjo/twalya' byannyanja.ate fish yesterday.

ngule ennyama may I buy meat

ka inende let me go

ndawooza I think

A: 000: Ndowooza / ka inende + Ooo. I think I should go buy

ngule + ennyama.meat.

kozzi by the way

kozzi inambye nnyama? by the way did I say meat?

B: Aaa, nedda, kozzi + rjrjambye' No. Is it true that I saidmeat?

nnyama?

jjo twalya byannyanja

ogambye nti jjo twalya

byannyanja

yesterday we ate fish

did you say that yesterdaywe ate fish

A: Anti + ogambve" # nti / jjo / You said that we ate fish

twalya' byannyanja.yesterday.

226


B: Ooo! Kale, tulye' + ennyama.

tulye nnyama kiY

All right, let's eat meat.

shall we eatof meat?

B : Tulye',nnyama+ki + nno, leerof What kind of meattoday?

A: Eyle-nte.

B : Ennyama yle-nte?

A: Mmm.

yandisinze

embuzi

ye yandisinze

B : Eyle-Mbuzi / ssi + yeyandisinze'?

eraatiri

eraatiri nga ssatu

nguleyo eraatiri nga ssatu

Beef.

Beef?

Mmm.

what kind

shall we eat

it would be better

a goat

it would be better

Wouldn't goat's meat be better?

A: Kale, ka inende ngule-yo +eraatiri nga / ssatu # awo.

B: Kale + ssebo.

DRILL:

pound

about three pounds

let me buy there aboutthree pounds

All right, let me go and buyabout three pounds.

All right, sir.

'Let's': first person vs. second person.

'Let's me go buy some meat.'

Ka 1323.ende ngule + ennyama.

Ka ntuule + mpandiike +

ebbaluuwa.

Ka tugende + tugule + ennyama.

Ka tutuule + tuwandiike +

ebbaluuwa.

Ka tugende tubabuuze.

IGo buy some meat.'

Genda + ogule + ennyama.

Tuula + owandiike +

ebbaluuwa.

Mugende + mugule + ennyama.

Mutuule + muwandiike+

ebbaluuwa.

Mugende mubabuuze.

Ka tuyingire tutandike okusoma. Muyingire mutandike okusoma.

227


DRILL: Affirmative vs. negative, various tenses.

'We will (near fut.) eat fish.'

Tunaalya + ebyennyanja.

Tulya-+ ebyennyanja.

Tulidde + ebyennyanja.

Twalya:+ ebyennyanja.

Twalidde + ebyennyanja.

Tulirya:+ ebyennyanja.

Nnaagula / eraatiri / bbiri.

Nguze'+ eraatiri / bbiri.

Naguze'± eraatiri / bbiri.

Nagula + eraatiri / bbiri.

Ndi-gula / eraatiri / bbiri.

To the student:

'We won't eat fish.'

Tetuulye'± byannyanja.

Tetulya. + byannyanja.

Tetulidde + byannyanja.

Tetwalya + byannyanja.

Tetwalidde + byannyanja.

Tetuliryg+ byannyanja.

Siigule + laatini/ bbiri.

Siguze'+ laatirij bbiri.

Saaquze'+ laatiri/ bbiri.

Saaqula + laatiri/ bbiri.

Sirigula / laatiri/ bbiri.

The last exercise is a reminder that there is no oneway of 'forming the negative', from a tonal point ofview.

Glossarz:

mu.kama (MU-BA)

anti

.lowooza (.lowoozezza)

kozzi

e.m.buzi (N)

e.raatiri (N)

master, lord

surely

think

by the way; er

goat

pound


LESSON 74

1. Listen to the first version of the text and fillin the following blanks:

Balya ebiri oba esatu.

omulundi emirundi emirandi

The word that fill the above blank means:

foodstuffs utensils times

Tebalina kulya kyankya.

kisera kiseera kisela

The word that fills this blank means:

time desire need

Oluvannyuma lwa kaawa okulya ekyemisana.

.....

bayinza bayinza bayinza

229

[b]

[c]

[b]

[a]

[a]


The word [bayinza] means:

they know how to

they avoid

they can

[Okusooka mu makya] means:

first, in the morning

later, in the morning

[Okutuusaj in this context means:

except

'Every day' is:

[Oluusi] means:

until before

0

buli lunaku

buli lunaku

never pThbably sometimes

230

[c]

[a]

[b]

[b]

[c]


2. Listen to the first version again two or three times.Then try to fill in these blanks from memory. Afteryou have done so, check your answers by listeningagain to the tape:

Mu Buganda, batera dkulya

ebiri oba Okusooka mu 2

tebalina kiseera kyankya; ba

bugenzi mu zaabwe abasinga

balimi, ne okutuusa oba

ne bdkomawo ne caayi

. Oluvannyuma kaawa

okulya ku nga mukaaga

ate oluusi ku mirimu

ate bakoma wo ne balya

ku oba n'

gy'emirundi oba buli

3. Listen to the second version of the text. Write itdown, indicating tones as much as you can. Checkyour work by referring to the following:

/ biti + gbAsirigg + bCnigi / 1011mt,

,

era / bil1 / nky + ki makya / biceer + Oktiigt;nd

O 0.00 ,

+ okulima. Kale + oluusi / abantu / tebalina +

kiseera + kulya kyankya; bagenda bugenzi mu

nnimiro, ne batandika + okulima. Oluusi / balimaO 0.0.4 I I 0.4.4 1%.

+ okutuusa + essaawa / nnya # oba / ttaano, neIII- .404 I I II 0.4

bakomawo eka. Bwe badda + dka / banywa caayi

231


# oba / kaawa; oluvannyuma / balya + ekyemisana0%4 .6, ,

+ ku ssaawa / musanvu /# oba munaana # ate /

1 *ft , , ,

badda-yo + mu nnimiro # dba / okukola + emirimu

+ emirala # ne balya + dkydkiro + ku ssaawa /0 *I. 0

ssatu, oluusi / ssatu / n'ekitundu.

DRILL: Indicative vs. narrative tones, diphonic subjectprefix.

'they cultivate' and they cultivate'

, , 4

balima ne balima

O *ft% 0 e. 0- e.

bagenda ne bagenda, .... 4,

bawandiika ne bawandiikao 4

bava' ne bave4

bavingira ne bayl.ngira

basanyuka ne basanyuka

badda-yo ne badda-yoO .46.4. 0 *ft 0 00 A

batuuka ne batuuka

bayimirira44. 0 0 0 0 Ane bayimirira,

banywa ne banvwa'

DRILL: Indicative vs. narrative tones, monophonic subjectprefix.

cultivate' and I cultivate'

, 4nnima ne nnima

inenda ne zenda

mpandiika ne mpandiika

nvas ne neve

232


hsnyiaka

nzira-yo4.

ntakg4.

hnYimirirg

ilnywg°

1ne nnyingira

ne nsanytika

, A

ne nzira-yo

ne ntuuka

1 1 1ne nnylmirira

ne nnywa°

Summarize in your own words the information aboutmeal schedules in Buganda.

To the student:

The 'narrative tense' is not really a tense in Luganda.Rather, it is a construction which consists of [ne]plus a relative form of the present tense. This relativeform has no initial vowel. The subject prefix of therelative verb is marked, even if it is monophonic. (SeeSynopsis, par. 44

2 for another construction in which allsubject prefixes are marked.) For non-tonal informationconcerning this narrative tense, see Ashton, p. 227-8;Chesswas, par. 71-2.

Glossary:

11

o,mu.lundi (MU-MI) time

. sooka (.soose) begin, do first

a.ma.kya' (MA) early mGrning

e.ki.seera (KI-BI) time, space of time

o.bu.genzi (BU) going

. tuuse (.tuusizza) cause to arrive, take as far asoluusi sometimes

o.lu.naku (LU-N) day

buli / every

.keera (.kedde) be early

233


M-1

LESSON 75

okuleeta Jjo / muleetanga + ebitabo

blvammwe.

okuyingira Jjo / muvingiranga + mangu

+ mu kibiina%

okukyusa Jjo / muhypsanga essuuka'

z'o-buliri.

okusirika Jjo / musirikanga + mu

kibiina%

okulwa'+wo Jjo / mulwanga-wo +

okugolokoka.

M-2

okugamba Mbagambye ntyagf

ntyaY Mbagambye ntya

Bring your bookstomorrow.

Come ('enter') toclass early tomorrow.

Change your bedsheetstomorrow.

Be quiet in classtomorrow.

Get up late tomorrow.

What have I told you?

DRILL: Future imperative with object infix.

'Read ye [in future] this book!'

Musomanga + ekitabo # kino.

Musangulanga + olubaawo:

Muwandiikanga + ebbaluuwa.

Mutunuuliranga + ebifaananyi # bino.

Muviganga + ekyokuyiga # kino.

Mubuuzanga + abalala.

Mulvanga + ebibala / bingi.

'Read ye [in future] it!'

234

Mukisomanga.

Mulusangulanga.

Muziwandiikanga.

Mubitunuuliranga.

Mukiyiganga.

Mubabuuzanga.

Mubiryanga.


C-1

C-2

DRILL: Future imperative singular; loss of initial vowelbefore [kin.

'What books shall I 'Read these books.'read (in future)?'

Nsomanga bitabo+k1.7(

Nnyambalanga ssaati+kif

Mpandiikanga linnya+liY

Ndyanga mmere+kiY

Njiganga lulimi+ki,

Ndeetanga kkalaamu+kiS

Osomanga + ebitabo # bino.

Oyambalanga + essaati # eno.

Owandiikanga + erinnyalyo.

Olyanga + emmere # eno.

Oyiganga + Oluganda.

Oleetanga + dkkalaamu # zino.

A: Mbagambye ntya?

B: Otugambye # nti / jjo mu(leetanga ebitabo byammwe)

A: Nkugambye ntya?

B: Oinambye # nti / jjo oleetanga ekitabo kyo.

To the student:

With respect to its form, the future imperative is simplythe second person present tense plus the suffix [.ngal(see Lesson 72).

%on

Glossary:


e.s.suuka* (N)

o.bu.liri (BU)

Jczusa' (,kyusizza)

.lwa+wo (aludde-wo)

sheet

a made-up bed

change

delay


M-1 Some thou-shalt-nevers.

M-2

okuleeta

okutuuka

okwogera

okwambala

LESSON 76

Temuleetanqa + bitabo mu

Temutuukanqa kikeerezi

+ mu kibiine.

Temwogeranqa + Luganda

+ lusobu%

Temwambalama+ ngoye

+ ziddugala.

Some special thou-shalt-nevers for Uganda.

okuliira Temuliiranga + mu

nguudo.

okunywege- TemEratiftMEILISLa+raganira mu nguudo.

okutamiirira Temutamiiriranqa + mu

bantu.

Never bring booksinto class.

Never get to classlate.

Never speak badLuganda.

Never wear dirtyclothes.

Never eat on thestreets.

Never kiss in thestreets.

Never get drunkin public.

okuteeka Temuteekanqa + nni-maawa+ Never put lemon intea.mu caayi.

okukaayanira Temukaayaniranga + mmere. Never fuss aboutthe food.

okukola

ntya?

312-413 0 - 68 - 18

Tetukolanqa+ki,

Mbagambye ntya2'

237

What shall wenever do?

What did I tellyou (pl.)?


DRILL: [nga] phrases with some new verbs.yes

okuleeta

bo

'I saw you bringing books into class.'

Nakulaba # ng'oleeta + ebitabo + mu kibiind.

Nabalaba nga baleeta ebitabo mu kibiina.

okwambala Nabalaba nga bambadde engoye eziddugala.engoye eziddugala

ye

okwogera

okutamiira

bo

okunywegeraganiramu luguudo

Namulaba ng'ayambadde engoye eziddugala.

Namulaba nglayogera Oluganda.

Namulaba ng'atamidde.

Nabalaba nga batamidde.

Nabalaba nga banywegeraganira mu luguudo.

okuliira mu luguudo Nabalaba nga baliira mu luguudo.

ggwe

rnmwe

Nakulaba ngloliira mu luguudo.

Nabalaba nga muliira mu luguudo.

DRILL: Compound tense.

okuliira

okwogera

okwambala

okutamiirira

okukaayanira

okusangula

okusirika

okufuluma

'Why were you eating (near past) in the street?'

Lwaki wabadde # ng'oliira + mu luguudoY

Lwaki wabadde ng'oyogera Olungereza?

Lwaki wabadde ng'oyambadde engatto?

Lwaki wabadde otamiridde mu bantu?

Lwaki wabadde okaayanira emmere?

Lwaki wabadde osangula olubaawo?

Lwaki wabadde osirise?

Lwaki wabadde ofuluma?

238


DRILL: Various tenses of a stative verb.

Engove zange / ziddugala.

Engoye zange tezidduciala.

Jjo engoye zange zaali #

ziddugala.

Jjo engoye zange zaali #

teziddugala.

Jjo engoye zange zaddugala.

Jjo engoye zange tezaddugala.

My clothes are dirty.

My clothes aren't dirty.

My clothes were dirtyyesterday.

My clothes weren't dirtyyesterday.

My clothes got dirty yesterday.

My clothes didn't get dirtyyesterday.

DRILL: With new vocabulary. Subject relative in nearpast affirmative.

okutuuka

Okugolokoka Abaagolokose + amangu /

baalidde + ekyenkya.

Abaatuuse:.+ ekikeerezi / Those who arrived latefailed to get food.bRasubiddwa + emmere.

okugenda Abaagenze' mu kibuga/

baaguze + ebintu /

bingi.

okunywa Abaanywedde + omwenge +

omungi / baatamidde

nnyo.

Those who got up earlyate breakfast.

Those who went to townbought many things.

Those who drank a lotof beer got very drunk.

okuwuliriza Abaawulirizza + omusomesa Those who listened tothe teacher studied/ baayizes bulungi. well.

239

LUGANDA SIC COURSE

DRILL: [Bakifl with. subject relative.

okusubwa

okulya

dkugula

Glossary:

Baki + abaasuhiddwa +

emmere?

Baki + abaalidde +

ekyenkya?

Baki+abaaguze + ebintu?

. subwa

tamiira

o.mw.enge

(.subiddwa)

(.tamidde)

(MU-MI)

e.ki.kerezi

..nywegeragana (.nywegeraganyd)

e.n.ni-maawa

. kaayana

o.lu.goye

. sobu'

.ddugala

e.ki.ntu

(N)

(.kaayanye')

(LU-N)

(.ddugadde)

(KI-BI)

Which ones failed toget food?

Which ones atebreakfast?

Which ones boughtthings?

fail to obtain

get drunk

beer (especial nativebeer from bananas)

late

kiss one another

lemon

dispute

clothing

wrong, mistaken

get dirty, become black

thing



A: Ee, Gingo, kozzi omusomesa

yatugambye ki?

B : Yatugambye nti abaawandiise

dbulungi anaabawa ebitabo.

A: Olowooza wawandiise bulungi?

B : Simanyi.

A: Lwakil'amwaka ogwayita ssi

ggwe watusinganga?

B : Eee, naye ndowooza kaakati

Nakayiza y'atusinga fenna

obugezi.

A: Mmm. Anti era y'atusinga

n'obukulu.

B : Ooo?

A: Eee.

Eh, Gingo, what did theteacher tell us?

She told us that she willgive books to those whowrote well.

Do you think you wrote well?

I don't know.

Why? Wasn't it you who usedto beat us last year?

Yes, but I think Nakayizais the smartest amongus all now.

Ha ha. She is also theoldest among us all.

Ooh?

Ha ha.


LESSON 77

In studying this dialog, go through the usual stepsof familiarization with the sound, and pronunciationpractice. In place of role playing, look at picturesof slides of Uganda, and use some of the sentences ofthis dialog to comment on them and ask questions aboutthem.


A: Iii! Nga+wano / walungi! Wow! It's so beautiful here!

B: Eee. Wano / walungi + nnyabo. Yes, its beautiful here.

okuyita to call

A: Bay_ita-wo + bat&

*B: Wano / wayitibwa Kibuli.

What is this place called?

It is called Kibuli.

A: Ssomero? Is it a school?

omuzigiti a mosque

B: Bee, wali-wo + essomero, Yes, there is a selool andthere is a mosque also.

wali-wo / nlo-muzigiti.

okulengera

wall

nnengera wali

gwe nnengera wali

qwe gul' nnengera wali?

to vi

I view there

whic.h I view there

is that the one I viewthere?

A: Ooo! Gwe guli / gwe nnengera Ooo. Is that the one I see

wali%over there?

gwlolengera the one you view

omunene the big one

omunene gwlolenc,-.!ra the big one you view

ijk A

24.2


gwe gwo omunene gw'olengera

mulungi nnyo

B: Gwe gwo + omunene gw'olengera,

mulungi + nnyo.

gwe gusinga

gwvs gusinga obunene

A: Gwe gusinga + obunene + mu

Uganda?

togulaba? don't you see it?

Mulungi, togulaba? it's beautiful, don'tyou see it?

B: Simanyi, naye / mulungil I don't know, but it is

togulaba? beautiful, don't you see it?

A: Eee, mulungi. Yes, it's beautiful.

B: Mmm. Mmm.

that's the one, the bigone you view

very beautiful

That's the one, the big andvery beautiful one you seeover there.

it excels

it's the one that excelsin bigness

It's the biggest in Uganda?

amayumba houses

gali amayumba those houses

kye nnengera what I view

kiri ki kye nnengera what is that I view

Ate / kiri-ki + kye nnengera And what is that I see over

+ gali + amayumba? there, are those housesover there?

gw'olengera

B: Oli / ye Kampala, + gwlolengera. That's Kampala that you seeover there.

alabika bulungi it looks pretty

nglalabika bulungi it looks so pretty!

A: Iii! Ng'+alabika bulungi + Wow! It looks so prettyfrom here!okuva # wano!

B: Eee, wano / walengera bulungi Yes, there is a beautifulview here.+ nnyo.

A: Yuuu! Yuuu!

B: Mmm. Mmm.

gye nnengera which I view

243


ennyumba gye nnengera

ennyumba eri ennene gye

nnengera

A: Ate / eri + ennyumba, + eri

ennene, + gye nnengera.

B : Ennyumba gy'olengera + eri?

A: Mmm.

Kakungulu

omulangira

nnyumba y'omulangira

B : Ye nnyumba y'o -mulangira /

Kakungulu.

A: 000:

B: Eee.

A: Mmuwulidde-ko.

B: Eee.

Abasiraamu

mukulu

A: Mukulu w'Abasi-raamu.

B : Omukulu w'Abasi-raamu?

A: Ooo! Bambi.

Naye / wano / walungi.

B : Walungi.

A: Mmm.

B : Wasanyusa.

A: Mmm.

the house which I view

that big house whidh Iview

And, what about that bighouse which I see?

That house over there?

Kakungulu

the prince

it's the house of theprince

It's the house of PrinceKakungulu.

Ooo!

Yes.

I have heard about him.

Yes.

Moslems

head

He is the head of the Moslems.

The head of the Moslems?

Ooo.

But it's pretty out here.

It's pretty.

Mmm.

It's lovely.

Mmm.

NB In the original conversation, one speaker said [Bayitawobatyan and the other replied [Wano wayitibwa Kibuli.]This is not incorrect, but a neater, ma(2e consistentconstruction would have resulted if the second speakerhad replied [Bayitawo Kibuli].


DRILL: Object relative.

'What is that town that I see called

ekibuga Ekibuga kiri kye ndaba / klyitibwa kityaY

omuzigiti Omuzigiti guli gwa ndaba guyitibwa gutya?

essomero Essomero liri lye ndaba liyitibwa litya?

omugga Omugga gull gwe ndaba guyitibwa gutya?

oluguudo Oluguudo luli lwe ndaba luyitibwa lutya?

ennyanja Ennyanja eri gye ndaba eyitibwa etya?

DRILL: With new vocabulary. Object relative.

'The shirt that I washed is dirty now.'

essaati Essaati gye nayoza/eddugala # kaakati.

ekiteeteeyi Ekiteeteeyi kye nayoza/kiddugala kaakati.

enku-fiira Enkufiira gye nayoza/eddugala kaakati.

essweta Essweta gye nayoza/eddugala kaakati.

engatto (pl. ) Engatto ze nayozaiiziddugala kaakati.

olugoye Olugoye lwe nayozaifluddugala kaakati.

essuuka Essuuka ze nayoza/ziddugala kaakati.

DRILL: Locative classes.

wano Wano / walungi. This place is nice.

muno Muno mulungi. In here is nice.

kuno Kuno kulungi. On here is nice.

eno Eno nnungi. Around here is nice.

245

wano

muno

kuno

eno


Wano / wayitibwa watyagf

Muno muyitibwa mutya?

Kuno kuyitibwa kutya?

Eno eyitibwa etya?

What is this place(def.) called?

What is this place(inside) called?

What is this place(on) called?

What is this place(indef.) called?

DRILL: With new.vocabulary. Comparison of inequality.

okusi,nga Omuyizi # ono / asinga

oli. + obugpzi.

okumanya John asinga Mary dkumanya

Oluganda.

-nene Musoke asinga Mukasa

dbunene.

dkuwandiika Nkusinga okuwandiika.

-wanvu

ddala

Mukyala wange ansinga

obuwanvu.

Omwana ono yfasingira

ddala obugezi.

-onna Ekitabo kino kye kisinga

byonna obulungi.

oluguudo Oluguudo luno lwe lusingira

ddala obulungi.

abaana Nnina abaana basatu; asinga

bonna obukulu muwala.

246

This student is smarterthan that one.

John knows Lugandabetter than Mary.

Musoke is biggerthan Mukasa.

write more than you.

My wife is tallerthan I am.

This child is thecleverest.

This is the bestbook.

This road is thebest one.

I have three children,[and] the oldest isa girl.

To the student:


The locative prefix [via] figures prominently in this dialog.See Ashton, chapters 19,20; Chesswas, par. 137-44. Thelocative classes, like the other classes, may require thatthe subject prefix of a verb agree with them.

Concerning the object relative constructio- see P-Ihtonp. 146; Chesswas, par. 24 and corresponding par.t..., ofchapters on other concordial classes. For tonal information,see the Synopsis, par. 44.

On comparisons of inequality, see Ashton, p. 396.

Glossary:

.yita

o.mu.zigiti

.lengera

.nene

o.bu.nene

a.ma.yumba

. labika

.wulira

0.mu.321...-raamu

. sanyusa'

e.s.supka:

o.bu.gezi

.manya

o.bu.wanvu

( yisel

(MU-MI)

(.1engedde)

(BU)

(MA)

(.1abise)

(.wulidde)

(MU-BA)

(.sanyusizza)

(N)

(BU)

( manyi)

(BU)

247

call

mosque

see afar

large

size, bigness

large buildings

appear, be visible

hear

Moslem

please, make happy

bedsheet

cleveness, intelligence

know

height, lenr-th


LESSON 78

1. Learn the following short sentences:

a. Tulya: + enva + awamu* + We eat enva together

n m with emmere,e-mere.

b. Enva'/ kye kintu + kye Enva is something thatwe eat togehter witntuly:1:+ awamle + n'g-mmere.emmere.

C. Amatooke / ye mmere +

enuiu + mu Buganda.

d. Lumonde / ye ngeri +

endala + ey'e-mmere.

e. Emmere + gye tulina + mu

Buganda / ya ngeri

nnyingi.

Bananas are the chiefemmere in Buganda.

Potatoes are anotherkind of emmere.

We have many differentkinds of pmmere inBuganda. (r-heilemmerewhich we have in Bugandais of many different kinds).

f. Ennyama + eya buli / Meat of every sort, weenva.ngeri / tugiyita nye. call it

g. Ebintu # byonna.+ ebiyinza + All things which can beeaten together withokuliibwa + awamu' +emmere are called enva.

n'e.-mmere /biyitiibwa nve.

NB A preferable alternative to (d) is [Lumonde ye mmere ey'engeriendala.]

2. Listen to the tape and answer the following:

a. The speaker mentions four kinds of meat. Listthe four animals, and check your hearing bylooking at the answer below:

[embizzi, enkoko, endiga, ente]

b. The speaker begins by mentioning four kinds of[emmere]. List them, and check your hearingby looking at the answer below:

[amatooke, lumonde, muwogo, balugu]

214_8


c. How many times does the word [singa] 'if' appearin this text?

[31

d. How often does the word [awa-mu] 'together' appearin this text?

[2]

3. Take down the last half of the text from the tape asdictation, beginning with the first occurrence of[singa]. Indicate tones as much as possible. Checkyour work with the following:

SInga / olya lumonde wo / n'e-bijanjaalol%

lumonde / omuyita mmere, ebijanjaalo /.,

obiyita nva. Singa / olya + amatooke +0, 0, %%%%%

n'enkoko ennyama y'enkdko / oglyita nva,%

ng'ate + amatodke / ogayita mmere. Singa /

olya muwogo / n'e -binyoobwa, ebinyoobwa /

obiyita nva, ate / muwogo / omuyita mmere.

249


DRILL: Active vs. Passive.

ennyama

enva

emmere

emboga

amagi

omugaati

ebibala

'We ate all the meat.'

Ennyama # yonna / twagirya.

Enva zonna twazirya.

Emmere yonna twagirya.

Emboga zonna twazirya.

Amagi gonna twagalya.

Omugaati gwonna twagulya.

Ebibala byonna twabirya.

DRILL: Active vs. Passive.

essomero

ekkereziya

ekizimbe

eddwaliro

'When did they buildthis school?'

Essomero # lino baalizimba

ddiY

Ekkereziya eno baagizimba

ddiY

Ekizimbe kino baakizimba

ddi?

Eddwaliro lino baalizimba

ddi?

ekisaaweky'ennyonyi

Ekisaawe ky'ennyonyi kino

baakikola ddi?

oluguudo

olutindo

Oluguudo luno baalukola

ddi?

Olutindo luno baalukola

ddi?

'All the meat was eaten.'

Ennyama # yonna yaliEbwa.

Enva zonna zaaliibwa.

Emmere yonna yaliibwa.

Emboga zonna zaaliibwa.

Amagi gonna gaaliibwa.

Omugaati gwonna gwaliibwa.

Ebibala byonna byaliibwa.

'When was thisschool built?'

Essomero lino lyazimbibwa

ddiY

Ekkereziya eno yazimbibwa

ddi?

Ekizimbe kino kyazimbibwa

ddi?

Eddwaliro lino lyazimbibwa

ddi?

Ekisaawe ky'ennyonyi kino

kyakolebwa ddi?

Oluguudo luno lwakolebwa

ddi?

Olutindo luno lwakolebwa

ddi?

Explain in your own words the difference between [emmerej

and [enva].

250


To the student:

On the formation of passive stems, see Ashton, p. 335-7;Chesswas, par. 182-3.

Glossary:

e.n.va (N) anything eaten with emmere

e.n.diga (N) sheep

mu.wogo (MU) cassava

balugu. (MU) yam

singa if

a.wa.mu: na together with

o.lu.tindo (LU-N) bridge


M-2

okuleekaana

okuyimba

okuyimirira

okufuluma

okuyingira

ntya

LESSON 79

Bagambe + baleme +

dkuleekaana.

Bagambe + baleme +

dkuyimba.

Bagambe + baleme +

okuyimirira # wano.

Bagambe + baleme +

dkufuluma.

Bagambe + baleme +

okuyingira.

Mbagambe ntyae

Tell them not to makenoise.

Tell them not to sing.

Tell them not to standhere.

Tell them not to goout.

Tell them not to enter.

What shall I tell them?

DRILL: Present vs. negative subjunctive.

okuledkaana

okuyimba

okuyingira

'They're makingnoise.'

Baleekaana.

Bayimba.

Bayingira.

dkuliira Baliira mu kibiinamu kibiina

okwogera Boogera Olungereza.Olungerdza

okwambalaengoyeeziddugala

okuva mukibiina

Bambala engoye

eziddugala.

Bava mu kibiina.

252

'Tell them not tomake noise.'

Bagambe + baleme + okuleekaana.

Bagambe baleme okuyimba.

Bagambe baleme okuyingira.

Bagambe baleme okuliira mu

kibiina.

Bagambe baleme okti'ogera

Olungereza.

Bagambe baleme okwambala

engoye eziddugala.

Bagambe baleme okuva mu kibiina.


DRILL: [nga] phrases.

okuyimba

okunyumya

dkuwummula

okuleekaana

okulya

okunywa

okusirika

'They were sitting in the room singing.'

Baali # batudde mu kisenge # nga bayimba.

Baali batudde

Baali batudde

Baali batudde

Baali batudde

Baali batudde

Baali batudde

mu kisenge

mu kisenge

mu kisenge

mu kisenge

mu kisenge

mu kisenge

DRILL: Present vs. negative imperative.

okuyimba

okuleekaana

mmwe

okuyimba

ggw-;.

okwoza

mmwe

312-413 0 - 68 - 19

'Why are you singinghere?'

Lwdki oyimbira wano?

Lwaki oleekaanira wano?

Lwaki muleekaanira wano?

Lwdki muyimbira vano?

Lwaki oyimbira wano?

Lwaki oyoleza wano?

Lwaki mwoleza wano?

253

nga banyumya.

nga bawummude.

nga baleekaana.

nga balya emmere.

nga banywa caayi.

nga basirise.

'Don't sing here!'

Toyimbira wano.

Toleekaanira wano.

Temuleekaanira wano.

Temuyimbira wano.

Toyimbira wano.

Toyoleza wano.

Temwoleza wano.


To the student:

The negative counterpart of the subjunctive (Lesson 59)may be formed by using an affirmative subjunctive formof [-lema] tfaill plus the infinitive of the main verb.See Ashton, p. 220; chesswas, par. 110.

Glossary:

lema

. leekaana

. ylOba

(.lemye*)

(.1eekaanye')

(.yimbye')

254

beat, to be hard or toomuch for; fail to

make a noise

ILLUGANDA BASIC COURSE

M-1

M-2

LESSON 80

omusomesa Omwami -X- / yemusomesa

waffe.

abasomesa Abaami -X- ne -y- / be'

basomesa baffe.

emmeeza Eno / ye mmeega yaffe.

emmeeza Zino / ze mmeeza zaffe.

ekibiina° Kino / kye'kibiinakyaffe.

ebibiina' Bino / bye'bibiina'byaffe.

olubaawo' Luno / lwe'lubaawo'lwaffe.

omwami

abaami

kino

It is Mr. X who is ourteacher.

Messrs. X and Y are ourteachers,

This is our table.

These are our tables.

This is our class.

These are our classes.

This is our board.

Omwami -X- / y'ani? Who is Mr. X?

Abaami -X- ne -y- be'baanié Who are X and Y?

Kino / kye'k4 What is this?

255


DRILL; Emphatic pronouns.

'This is the best book.'

ekitabo Kino / kyekitabo + ekisingira + ddala(obulungi).

edduuka Eno ye dduuka esingira ddala.

oluguudo Luno lwe luguudo olusingira ddala.

omuceere Guno gwe muceere ogusingira ddala.

omusomesa Ono ye musomesa asingira ddala.

amatooke Gano ge matodke agasingira ddala.

omwenge Guno gwe mwenge ogusingira ddala.

emigaati Gino gye migaati egisingira ddala.

DRILL: Emphatic pronouns,

'This is where we wash [our] clothes.'

dkwoza Wano / we twoleza + engoye zaffe.

okulya Wano we tuliira emmere.

okuyiga Wano we tuyigira Oluganda.

okuzannya Wano we tuzannyira amizannyo.

okwebaka Wano we twebaka.

okukola Wano we tukolera.

DRILL: Emphatic pronouns.

'In here is where I regularly put my money.

ensimbi Muno /mwe ntera + dkuteeka + ensimbi zancie.

engoye Muno mwe ntera okuteeka engoye zange.

ebitabo Muno mwe ntera okuteeka ebitabo byange.

256


ekkalaamu

ebintu

emmere

Muno mwe ntera okuteeka ekkalaamu zange.

Muno mwe ntera dkuteeka ebintu byange.

Muno mwe ntera dkutedka emmere yange.

DRILL: Emphatic pronoun with object.

'I want a book.'

ekitabo Njagala + ekitabo.

ekifaananyi Njagala ekifaananyi,

akagaali

ennyama

obummonde

ettooke

Njagala akagaali.

Njagala ennyama.

Njagala obummonde.

Njagala ettooke.

'This is the book that I want.'

Kino kye kitabo + kye

njagala.

Kino kye kifaananyi kye

njagala.

Kano ke kagaali ke njagala.

Eno ye nnyama gye njagala.

Buno bwe bummonde bwe njagala.

Lino lye ttookc lye njagala.

DRILL: Indicative vs. object relative, far past.

'I bought a ticket.'

Nagula + ettikiti.

Nayoza essaati.

Nafuna ebbaluuwa.

Nawandiika ebbaluuwa.

Nalonda ensimbi.

Naleeta omupiira.

Nalaba ebbaasi.

Nagamba omusomesa.

Nafumba emmere.

'Where is the ticket that you bought?'

Ettikiti / eruwa+gye wagula?

Essaati eruwa+gye wayoza.

Ebbaluuwa eruwa gye wafuna?

Ebbaluuwa Lzuwa gye wawandiika?

Ensimbi ziruwa ze walonda?

Omupiira guluwa gwe waleeta?

Ebbaasi eruwa gye walaba?

Omusomesa aluwa gwe wagamba?

Emmere eruwa gye wafumba?

257


To the student:

The forms [ye%.0], [be%,] etc. in this lesson are examplesof the subject copula, sometimes called the 'emphaticpronoun'. See Ashton, p. 37, 138ff under 'subject rellative';Chesswas, par. 33 and corresponding parts of chapters onother concordial classes. Nouns which follow the copulasalways drop their initial vowels.

The object copula ('emphatic pronoun with object'), unlikethe subject copula, is pronounced as a separate word. SeeAshton, p. 143ff; Synopsis, par. 14, 43.

Both the subject copula and the object copula are to bedistinguished from the object relative. For the tonalaspect of these distinctions, see Synopsis, par. 14, 42-4.

Glossary:o.mu.ceere (MU-MI) rice

. oze (.ozezza) wash

. ebaka (.ebase) sleep


A: Mwema, toleekaana. Oba

toyagala kuyimba, sirika.

Mwema, don't shout. If youdon't want to sing, keepquiet.

B : Ssi nze ndeekaana, Otiti ne It's not I who is shouting,Otiti and Awuzu are theAwuzu be baleekaana. ones shouting.

A: Bagambe baleme kuleekaana. Tell them not to shout.

B : Basirise. They have kept quiet.

A: Kirungi. GoOd.

B : Kyokka babadde bakyagala But they still wanted to

okuleekaanako. shout.

A: Tebamanyi nti singa baleekaana Don't they know that if theykeep shouting they'll fall

bajja kulwala? sick?

B : Ndowooza tebamanyi. I think they don't know.

A: Bambi. What a pity.

258


LESSON 81


enjala

dkuluma

enjala ennuma

A: Enjala / ennuma nnyo + ssebo.

eky'okulya

Mulina-ki + eky'okulya?

.tulina-wo'+kiY

tulina-wo°1-ki maamaY

leero nno

B: Ee, wano / leero nno /

+ maamaY

oyagala-kiY

Obadde # oyagala-ki%

omupunga

ennyama n'omupunga

njagala ennyama n'omupunga

omupunga, oba amatooke

A: Mbadde # njagala + ennyama +

n'o-mupunga, oba / amatooke.

B: 00, amatooke?

A: MMIT1 .

onoolya

onoolya amatodke?

B: Iii, Onoplya. amatooke #

leero?

259

hunger

to bite

hunger is biting me

I am very hungryr sir.

that which can be eaten

What do you have to eat?

we have there what?

we have there what,madame?

today

What do you think we havehere today, madame?

what do you want?

What did you want?

rice

meat and rice

I want meat and rice

rice or matooke

I wanted meat with rice orwith matooke.

000, matooke?

Mmm.

you'll eat

will you eat matooke?

Will you eat matooke today?


lwaki

A: Yee, ssebo, lwaki%

temulya' + matooke

mmwe Abamereka

mmwe Abamereka temulya

matooke

B: Eee, bagamba # nti / mmwe /

Aba-mereka / tem:laza +

matoOke.

tugalya°

tutuuka kuno

bwe tutuuka kuno

A: Ee, bwe tutuuka # kuno /

tugalya'.

B: 000, kale.

A: Mrnm.

nnyama ya'k0

oyagala linyama

onoofuna amatooke

B: Eee, onoofuna + amatooke, oba

/ oyagala nnyama

Ya*mbuzi? Yaenkoko?

Oba / yaante?

A: Yante.

okulinda

katono

lindako katono

B: 000, kale, linda+ko katono.

260

why

Yes, sir, why?

you don't eat matooke

you Americans

you Americans don't eatmatooke

Well, they say that youAmericans don't eat matooke.

we eat them

we arrive here

when we arrive here

Sure, when we come here, weeat them.

Ooo. I see.

Mmm.

meat of what%

you want meat of what?

you'll have matooke

Yes, you'll get matooke.What kind of meat doyou want?

Goat's meat? Chicken?

Or beef?

Beef.

to wait

a little

wait a minute

All right, wait a minute.


DRILL: Quoted speech with [# ntin.

(The second sentence in each pair states the same fact as thefirst.)

Avjam]gye:# nti / otuuse kikeerezi.

Kya mazima, ntuuse kikperezi.

Auambye nti mutuuse kikeerezi.

Kya mazima, tutuuse kikeerezi.

Atugambye nti munaatuuka kikeerezi.

Kya mazima, tunaatuuka kikeerezi.

Atugambye nti mulituuka kikeerezi.

Kya mazima, tulituuka kikeerezi.

Yatugamba nti balituuka kikeerezi.

Kya mazima, balituu]ca kikeerezi.

Yabagamba nti mulitudka kikeerezi.

Kya mazima, tulituuka kikeerezi.

Yauamba nti olituuka kikeerezi.

Kya mazima, ndituukakikeerezi.

DRILL: 'Waiting for'.

'When will the train arrive?'

'We're waiting for it.'

eggaali y'omukka Eggaali ylomukka / eneetuuka ddi?

Tugirindirira.

ebbaasi Ebbaasi eneetuuka ddi?

Tugirindirira.

ennyonyi Ennyonyi eneetuuka ddi?

Tugirindirira.

omusomesa Omusomesa anaatuuka ddi?

Tumulindirira.

261


abalala Abalala banaatuuka ddi?

Tubalindirira.

abakozi Abakozi banaatuuka ddi?

Tubalindirira.

abayizi Abayizi banaatuuka ddi?

Tubalindirira.

ebbaluuwa (p1.) Ebbaluuwa zinaatuuka ddi?

Tuzirindirira.

DRILL: Two verbs joined by [nga].

'We were in my room talking.'

Twabadde mu kiserlge kyange # nga tunyumya.

Twabadde mu kisenge kyange # nga tulyg+ emmere.

Twabadde mu kisengfLkyan22_# nga tusirise.

Twabadde mu kisenge kyange # nga tutudde.

okunyumya

dkulya

okusirika

okutuula

To the student:

Concerning the uses of [bwej, see Ashton, p.325; Chesswas, par. 134.

Concerning the 'applied',in verb stems (e.g. 'waitp. 329-33; Chesswas, par.

Glossary:

or 'prepositional'for', 'work for')179-73.

e.n.jala (N)

. luma (.lumye')

o.mu.punga (MU-MI)

'lwakir

e.n.koko (N)

. linda (.linze*)

"katono"

a.ma.zima (MA)

262

231, 238,

extensionsee Ashton,

hunger

bite, sting

rice

why?

chicken

wait

a little

truth


LESSON 82

1. Listen to the tape once and answer the following:

a. The word [mangu] means:

early mangoes gravy

[a]

b. The word [ekikeerezi] means:

carraway late careful(ly)

[b]

C. The word [bamaze] is a form of the verb [-mala]'finish'. The phrase [bamaze + okukola...]means:

they do finish

they have finished doing

they finish in order to do

[b]2. Answer the following questions by referring to the

recorded text.

a. Emmere ey'ekiro eyitibwa etya?

b. Ekyekiro kiriibwa ku ssaawa mmeka?

C. Abantu abasinga obungi batera dkulya ku ssaawa mmeka?

d. Lwaki balya ku ssaawa eyo?

e. Abantu baba bamaze okukola emirimu gyabwe ku saawa mmeka?

f. Abalimi balya kikeerezi, oba mangu?

g. Balya mmere ya ngeri ki?

Okusinga, abantu balya ki?

i. Abantu bayagala ki ennyo?

j. Bayinza okulya ngeri ki ey'emmere?

263


DRILL: Object infixes with marked and unmarked verbs.

lumonde Lumonde/ bamulya%

Bamwagala. Bamwagala nnyo.

Bamuyita mmere.

ennyama Ennyama / begirya%

Bagyagala. Bagyagala nnyo.

Bagiyita nva'.

ebinyoobwa Ebinyoobwa / babirya%

Babyagala. Babyagala nnyo.

Babiyita nva%

balugu Balugu' / bamulya%

Bamwagala. Bamwagala nnyo.

Bamuyita mmere.

amatooke Amatooke / bagalya%

Bagaagala. Bagaagala nnyo.

Bagayita mmere.

ebijanjaalo Ebijanjaalo / babirya%

Babyagala. Babyagala nnyo.

Babiyita nva%

DRILL: Active vs. passive.

'Many people eat bananas.'

'Bananas are eaten [by] many people.'

amatooke Abantu / bangi / balva*+ amatooke.

Amatodke / galiibwa / abantu / bangi.

lumonde Abantu / bangi / balva'lumonde.

Lumonde / aliibwa / abantu / bangi.

balugu Abantu / bangi / balvaebalugu%

Balugu*/ aliibwa / abantu / bangi.

264


ebyennyanja Abantu / bangi / ba1ya6+ ebyennyanja.

Ebyennyanja /birithwa/ abantu / bangi.

ennyama Abantu / bangi / balyasennyama.

Ennyama / eriibwa / abantu / bangi.

amagi Abantu bangi balya amagi.

Amagi galiibwa abantu bangi.

ebinygobwa Abantu bangi balya ebinyoobwa.

Ebinyoobwa biriibwa abantu bangi.

caayi Abantu bangi banywa caayi.

Caayi anywebwa abantu bangi.

kaawa Abantu bangi banywa kaawa.

Kaawa anywebwa abantu bangi.

amazzi Abantu bangi banywa amazzi.

Amazzi ganywebwa abantu bangi.

omwenge Abantu bangi banywa omwenge.

Omwenge gunywebwa abantu bangi.

Listen again to the text and tell what you can rememberabout the evening meal.

Glossasy. :ma.ngu early

e.bi.nyoobwa (BI) groundnuts

265

M-1

C-1


LESSON 83

'This man is very idle.'

okugayaala Omusajja # ono / mugayaavu + nnyo.

dkutegeera Omusajja ono mutegegim nnyo.

dkuloowa Omusajja ono mukoowu nnyo.

dkutuukirira Omusajja ono mutuukirivu nnyo.

dkukula Omusajja ono mukulu nnyo.

dkuvunda Ebibala bino bivundu nnyo.

okutukula Olugoye luno lutukuvu nnyo.

okutalagga Ewuuma eno ntalavvu nnyo.

dkukala Omugaati guno mukalu nnyo.

Ask and answer questions about whether these qualities arefound in people and objects with which you are familiar.


'The city that we're looking atover there, that's Kampala.'

ekibuga Ekibuga + kye tulengera + eri / ye Kampala.

omugga Omugga gwe tulengera eri ye Nnakivubo.

akasozi Akasozi ke tulengera eri ye Kololo.

eddwaiiro Eddwaliro lye tulengera eri ye Mulago.

omuntu Omuntu gwe tulengera eri ye mwami Mukasa.



'What is the name of the city thatwe are looking at over there?'

ekibuga Ekibuga kye tulengera + eri / erinnya /

lyakyo /

omugga Omugga gwe tulengera eri erinnya lyagwo y'ani?

akasozi Akasc4i ka tulengera evi erinnya lyako y'ani?

eddwaliro Eddwaliro lye tulengera eri erinnya lyalyo y'ani?

omuntu Omuntu gwe tulengera eri erinnya lye ylani?

Use sentences like the ones in thesedrills in discussing pictures from Uganda.

Glossary:

. gayaala (.gayadde) be idle, lazy

,gayaavu (3!) idle, lazy

o.mu.sajja (MU-BA) man

. tecreevu intelligent,, clever,sensible

.koowa (.kooye') be tired

.koowu tired

. tuukirira (.tuukiridde) go right throught todestination; be perfect

. tuukirivu perfect

.kula (.kuze') grow

. vunda (.vunze°) go bad

. vundu spoiled

.kala (.kaze') become dry

. talagga (.talazze') rust

. tukula (.tukudde') be cleanliwhite

. tukuvu clean, white

267


M-1

LESSON 84

essaawe Abatalina + ssaawa /

mugolole + emikono.

taaba Abatanywa taaba /

mugolole + emdkono.

Olufalansa Abatamanyi+Lufalansa /

mugolole + emdkono.

omupiira Abatamanyi kuzannya

mupiira / mugolole +

emlkono.

Abatali bafumbo /

mugolole + emdkono.

abafumbo

abazungu

okuyiwba

Abatali Bazungu /

mugolole + emdkono.

Abataagala kuyimba /

mugolole + emdkono.

[Those] who don't havewatches, raise [your]hands.

[Those] who don'tsmoke, raise [your]hands.

[Those] who don't knowFrench, raise [your]hands.

[Those] who don't knowhow to play football,raise [your] hands.

[Those] who are notmarried, raise (your]hands.

[Those] who are notEuropeans, raise[your] hands.

[Those] who don't wantto sing, raise [your]hands.

DRILL: Indicative vs. relative, negative of various tenses.

Abaagala + okuyimba / bayipba.

Abataayagadde + kuyimba / tebaayimbye.

Abataayagala + kuyimba tebaayimba.

Abataayagale + kuyimba / tebaayimbe.

268

Those who want to singare singing.

Those who didn't (nearpast) want to singdidn't sing.

Those who didn't (farpast) want to singdidn't sing.

Those who don't (nearfut., what to singwon't sing.


C-1

Abatalyagala + kuyimba / tebaliyimba.

Abatalina bitabo / tebasoma.

Abataabadde na bitabo / tebaafglm

Abataalina bitabo / tebaasoma.

Abataabe + na bitabo / tebaasome.

Abataliba + na bitabo / tebalisoma.

Continue playing the 'raisetime, use relative verbs inaffirmative. Each student

To the student:

your hands'all tenses,should have

Those who don't (gen.fut.) want to singwon't sing.

Those who don't havebooks are not reading.

Those who didn't (nearpast) have books didn'tread.

Those who didn't (farpast) have books didn'tread.

Those taho don't (nearfut.) have boOks won'tread.

Those who don't (gen.fut.) have books won'tread.

game as in M-1. Thisboth negative anda turn as leader.

The prefix ita] is used in negative relative forms ofthe verb. For tonal details, see the paradigms in theSynopsis, section 3.1.

Glossary:

312-413 0 - 68 - 20

taaba -(MU) tobacco

.golola (.golodde) make straight; iron (clothes);correct, stretch out

269



A: Tina, njagala ontegeeze kye

wdkoze bwe wavudde mu

ssomero.

B: Simanyi ngeri gye nyinza ku

kutegeeza.

A: Ntegeeza mangu nga sinnaba

kutuula.

B: Bwe nnamaze okunywa ku caayi,

ne nneebakako. Nzuukuse

essaawa kkumi na

A: Oli mugavaavu. Oteekwa okuyiga

okukola emirimu.

B: Siri mugayaavu, Maama. Nnabadde

mukoowu.

A: Kale.

270

Tina, I want you to explainto me what you did when youleft school,

I don't know how I can explainit to you.

Explain quickly before I sitdown.

When I finished drinkingcoffee, I slept. I wokeup at six.

You're lazy. You must learnto work.

I'm not lazy, Mom. I wastired.

All right.


LESSON 85


B: Mwami Mukasa.

A: Ssebo.

ontegeeze

njagala ontegeeze

leero tulye ki7

Njagala ontegeeze oba / leero

/ tulye*--kiY

Eky'ennyanja, dba / nnyama?

kwagala + kyannyanja

nsinga kwagala + kyannyanja

A: Nze / anti + nsinga kwagala +

kyannyanja.

kye tuba*tulya

A: Ndowooza / kye tdba° tulva%

tulidde ebyennyanja

tulidde ebyennyanja bingi

Nga tulidde ebyennyanja bing

B: Naye / nga + tulidde + ebyennyanja

/ bingi + mu wiiki # eno!

singa

B: Singa / tulidde + ku nnyama.

embuzi

onoogula ya mbuzi

ndowooza onoogula ya mbuzi

bwlogula ennyama

* A: Anti + bw' ogula / ennyama /

ndowooza / onoogula yambuzi.

271

Mr. Mukasa.

Sir.

so that you tell me

I want you to tell me

what should we eat today?

I want you to tell me what wemay eat today.

Fish or meat?

to like figh

I like fish better

I like fish better.

that's what we ghould eat

I think that's what we ghouldsat.

we've eaten fish

we've eaten much fish

we've eaten so much fish

We've eaten so much fish thisweek!

if

Why don't we eat some meat?

goat

will you buy (goat's)meat

I think you'll buy goat's

when you by meat

When you buy meat, I thiLkyou should buy goat's meat.


B: Ey'e-mbuzi ogirya?

cikuwoomera

A: Eee, etera + okumpoomera.

B: Naye / nze / njagala ya*nte.

A: Tomanyi + bwe neddira nte?

B: 000, weddira nte?

A: Eee, ssebo.

B: Kale nnaagula yaembuzi.

A: Weebale + nnyo.

B: Kale + ssebo.

Do you eat goat's (meat)?

to be delicious to

Yes, I often find it delicious.

I like beef.

Don't you kncw I belong to thecow clan?

000 you belong to the cow clan?

Ye9, sir.

I'll buy goat's (meat.).

Thank you very much.

You're welcome, sir.

NB Some speakers will prefer [byannyanja] in place of[kyannyanja] here.

DRILL: Causative stems in the imperative form.

'I don't understand yet.!

Sinnategeera.

Njagala + okuyingira.

Tebaagala + kusoma.

Baleekaana.

Enjala / ebaluma.

Tebaagala + kufuluma.

'Cause me to understand.'

Ntegeeza.

Nnyingiza.

Basomese.

Basirise.

Baliise.

Bafulumve.

DRILL: Causative stems, imperative vs. infinitive.

'Make meunderstand.'

Ntegeeza.

Basomese.

Basirise.

Baliise.

Bafulumye.

Simanyi

Simanyi

Simanyi

Simanyi

Simanyi

'1 don't know how I canmake you understand.'

ngeri ki. + gye nnyinza:mu kukutegeeza.

ngeri ki gye nnyinza'mu kubasomesa.

ngeri ki gye nnyinza'mu kubasirisa.

ngeri ki gye nnyinzemu kubaliisa.

ngeri ki gye nnyinzasmu kubafulumya

272

F!

I


DRILL: Modified forms of causative stems.

'I made them be quiet.

Mbasirisizza.

Mbategeezezza.

Nzikozesezza.

Mbaliisizza.

Mbasomesezza.

Mbeebasizza.

DRILL: Use of [ntegeez.a].

'What shall we eat today?'

Leero / tulye'-ki%

Tugende-w0

Tuyige-kiY

Tuyigire-w0

Continue this exercisequestions.

by

DRILL: With new vocabulary.

okutegeeza

okuyamba

okulaga +ekkubo

okugololaOluganda.

okuwerekera+ko

ffe

okuwa + omunnyu

nze

'How did you make them be quiet?'

Obasirisizza + otlrY

Obategeezezza otya?

Ozikozesezza otya?

Obaliisizza otya?

Obasomesezza otya?

Obeebasizza otya?

'Tell me, what shall we eat?'

Ntegeeza,

Ntegeeza,

Ntegeeza,

Ntegeeza,

tulye'-kiY

tugende-wa%

tuyige-kiY

tuyigire -wa5

adding [Ntegeeza] to other

'I want you to tell me.'

Njagala ontegeeze.

Njagala onnyambe.

Njagala ondage ekkubo.

Njagala ogolole Oluganda

lwange.

Njagala omperekereko.

Twagala otuwerekereko.

Twagala otuwe omunnyu.

Njagala ompe omunnyu.

I can't tell you.'

Siyinza kukutegeeza.

Siyinza kukuyamba.

Siyinza kukulaga kkubo.

Siyinza kugolola Luganda

lwo.

Siyinza kukuwerekerako.

Siyinza kubawerekerako.

Siyinza kubawa munnyu.

Siyinza kukuwa munnyu.

273


okwoleze+ko

okuweereza +

ssukaali

Njagala onjoleze ko. Siyinza kUkwoleza*+ko.

Njagala ompeereze Siyinza kukuweereza

ssUkaali. ssukaali.

DRILL: Object copula affirmative.

'What if I buy meat?' 'If you buy meat, buy goat [meat].1

nze Bwe nnaagula + ennyama? Bwl ogula + ennyama,

mbuzi.

ggwe Bw' onoogula + ennyama? Bwe ngula + ennyama,

mbuzi.

ffe Bwe tunaagula + ennyama? Bwe mugula + ennyama

ya mbuzi.

bo Bwe banaagula + ennyama? Bwe bagula + ennyama

ya mbuzi.

ye Bw' anaagula + ennyama? Bw' agula + ennyama,

ya mbuzi.

DRILL:

'Bananas are what we are to eat.

Amatooke / ge tuba tulya.

Ennyama gye tuba tulya.

Ennyama gye baba balya.

Lumonde gwe baba balya.

Lumonde gwe ihb Adi4a.

Ebijanjaalo bye mba ndya.

Ebijanjaalo bye tuba tulya.

Amatooke ge tuba tulya.

274.

onoogula ya

nnaagula ya

munaagula

banaagula

anaagula


DRILL: Object copula, negative.

'Bananas are not what we ate.'

Amatodke / ssi + ge twalya:.

Ennyama / ssi + gye twalva%

Ennyama / ssi + gye tm1021111.

Engatto / ssi + ze twayAgall.

Engatto / ssi + ze twaull.

Ekitabo / ssi kye twagula.

Ekitabo / ssi + kye twafuna.

Amatooke / ssi + ge twafuna.

Amatooke / ssi + ge

To the student:

Concerning the causative extension, see Ashton, p. 340-8,and also p. 151-4; Chesswas, par. 174-7. Note that allcausative stems that are formed with what Ashton (p. 151-4)calls -YE have an extra mora in the final syllable; thisextra mora is audible only when the stem is followed by anenclitic (Synopsis, par. 11, 16-7).

Glossary:

. tegeeze (.tegeezesezza) cause to understand

e.wiiki (N) week

.woomera (.woomedde) be tasty for

. eddira (.edidde) adopt as totem

. yingiza* (.yingizza) cause to enter, ler or

. sirisa"

. 1iise(.sirisizza)

(.1iisizza)

put in

cause to be silent

feed


. fulumye

. koza'

. yamba

. laga

.werekera+ko

-oleza+ko

s.stikaari

.fulumizza)

(.kozesezza)

(.yambye'

(.laze')

(.werekedde+ko)

(.olezza+ko)

(MU)

cause to get out; eject

cause to work; use

help

show

accompany

help in washing

sugar


LESSON 86

Listen to the both versions of the text and beprepared to answer the following questions:

1. Mu Kampala abantu balya emirundi emeka buli lunaku?

2. Enkya abantu balya ki nga tebannava ka?

3. Bagenda wa nga bamaze dkulya ekyenkya?

4. Balya ekyenkya ku ssaawa mukaaga?

5. Ekyenkya bakirya mu kiseera ki?

6. Ku ssaawa omukaaga abantu balya ki?

7. Abantu bonna balya ekyemisana?

8. Ku ssaawa akkumi balya ki?

9. Abantu bonna banywa caayi ku ssaawa ekkumi?

10. Abantu balya ki nga bazzeeyo eka?

11. Abantu balya ekyekiro ku ssaawa ylemu?

DRILL: Use of [ku] for small quantities.

'They drink tea.' 'They drink a little tea.'

Banywa caayi .

Tunywa* caayi.

Ka tunywe' caayi.

Tunywedde caayi.

Tunaanywa' caayi.

DRILL: The not-yet tense.

Banywa'+ ku caayi.

Tunywa ku caayi.

Ka tunywe ku caayi.

Tunywedde ku caayi.

Tunaanywa ku caayi.

'We haven't gotten money yet.'

okufuna Tetunnafuna + nsimbi.

okulya' Tetunnalya+ mere.

okugolokoka Tetunnagolokoka.

okudda+yo Tetunnadda+yo + ka%

okufuluma Tetunnafuluma + mu kibiina'.

277


okugula

okuwummula

Tetunnagula kyannyanja.

Tetunnawummula.

DRILL: The 'just' tense.

'We have just gotten money!

okufuna Twakafuna ensimbi.

okulya Twakalya emmere.

okugolokoka Twakagolokoka.

okuddayo Twakaddayo eka.

okufuluma Twakafuluma mu kibiina.

have just drunk water!

okunywa Nnaakanywa amazzi.

okuwona Nnaakawona.

Okumala Nnakamala.

okujja Nnaakajja.

okutuuka Nnaakatuuka eka.

Okuddayo Nnaakaddayo mu ssomero.


Abantu / balya + ekyenkya.

Abantu / bambala.

Abantu bayambala nga tebannalya kyankya.

Abayizi / bayingira + mu kibiina.

Abayizi batuula + ku ntebe.

Abayizi bayingira mu kibiina nga tebannatuula ku ntebe.

Abayizi / batudde. + ku ntebe.

Abayizi / bayingidde + mu kibiina.

Abayizi bayingidde mu kibiina nga tebannatuula ku ntebe.

Twagenda + mu Uganda.

Twayiga + Oluganda.

Twayiga Oluganda nga tetunnagenda mu Uganda.

Nfulumye + ebweru.

Mmaze + emirimu gyange.

Mmaze emirimu gyange nga sinnafuluma bweru.

DRILL: [nga] with the net-yet tense.

'Don't enter the classroom beforeyou have become quiec.'

okusirika Temmyingira + mu kibiina* # nga temunnasirika.

okwambala Temuyingira mu kibiina nga temunnayambala ngatto.

okwala Temuyingira mu kibiina nga temunnayala + buliri.

Okulya Temuyingira mu kibiina nga temunnamala + kulya.


DRILL: Perfective vs. not-yet tense.

'Have they left home?'

Bavudde + eka'?

Batuuse?

Bazze + mu ofiisi?

BaLina omukisa + ogw'okulya?

Bagenze okulima?

Ofunye ebbaluuwa?

Omaze okuyiga Oluganda?

Olidde ekyekiro?

Enkuba etonnye?

'They have not yet left home.

Tebannaba' + kuva' + ka%

Tebannaba kutuuka.

Tebannaba kujja mu ofiisi.

Tebannaba na mukisa gwa kulya.

Tebannaba kugenda kulima.

Sinnaba kufuna bbaluuwa.

Sinnaba kumala kuyiga Luganda.

Sinnaba kulya kyakiro.

Enkuba tennaba kutonnya.

DRILL: 'Before'. Combine the two short sentences by using[nga] plus the not-yet tense, in whichever waymakes sense.

'People leave home.''People eat breakfast.'

'People eat breakfast before they leave home.'

Abantu / bava'+ eka%

Abantu / balye+ ekyerikya%

Abantu / balva:+ ekyenkya' # nga tebannava' + ka'.

Abantu

Abantu

Abantu

Abantu

/ bambala

/ bambala.

/ bava'+ eka%

# nga tebannava + ka*.

Abantu / bagoldkoka.

Abantu / bambala.

bagolokoka nga tebannayambala.

280


DRILL: With new vocabulary

ebbaluuwa

z'ekkubo

Tuteekwa + okufuna + ebbaluuwa

z'ekkubo # nga tetunnagenda

mu Uganda.

okutendekebwa Tuteekwa okumala okutendekebwa

nga tetannagenda mu Uganda.

okukeberebwa Tuteekwa Okumala okukeberebwa

omusawo omusawo nga tetunnagenda mu

Uganda.

okusiba +

emigugu

Tuteekwa Okusiba emigugu nga

tetunnagenda mu Uganda.

okusiibula Tuteekwa okusiibula baganda

baganda baffe baffe nga tetunnagenda mu

Uganda.

okufuna

okukola

Tuteekwa kufuna ki nga

tetunnagenda mu Uganda?

Tuteekwa kukola ki nga

tetunnagenda mu Uganda?

281

We must get (our)passports beforewe go to Uganda.

We must undergotraining firstbefore we go toUganda. ('We mustfinish to be'trained before wego to Uganda').

We must undergomedical examinationfirst before we goto Uganda. (1Wemust finish to beexamined by doctorbefore we go toUgandal).

We must make pre-parations beforewe go to Uganda.('We must pack uploads before we goto Uganda').

We must take leave ofour brothers beforewe go to Uganda.

What must we getbefore we go toUganda?

What must we dobefore we go toUganda?


To the student:

The 'not yet' tense is described in Ashton, p. 229, 231;Chesswas, par. 94. Tonally, the prefix [nna] is unmatked.Indicative forms in this tense have the stem tone patternFF (Synopsis, par. 28).

Glossary:

. ala

. tendeka

. tendekebwa

.kebera

.keberebwa

. siba

o.mu.gugu

. siibula

o.mu.sawo

(.aze')

(.tendese')

(.tendekeddwa)

(.kebedde)

(.kebeddwa)

(.sibye')

(MU-MI)

(.siibudde)

(MU-BA)

spread out, make (bed)

train

be trained

examine

be examined

tie, pack up

load, baggage

take leave of

doctor


LESSON 87

Mpa°1-yo + ku twenge, )

otwengeLitimpe'-yo + ku twenge.f

omunnyuMumpeereze + omunnyu.

rpeereza + omunnyu.

otuta Abaana bawg:+yo. + ku tuta.

otuzigo Nze / mpa'+yo + ku tuzigo.

Tukuwe'-yo'-kiY

Nkuweereze' -kg

Ku mmeeza / rikuweako°+ki

Mu kkabada / nkuwe'rnu°1-kij

Fetch me a little(la drop ofl) beer.

Pass me the salt.

Fetch the children alittle (la drop of1)milk.

Fetch me a littlebutter.

What shall we get you?

What shall I pass you?

What shall I give you from onthe table?

What shall I give you from inthe cupboard?

Use in sentences like M-1 and M-2 the following: [otunnyu,otuzzi, akagaati, akanyama, akaceere, kakaawa].

DRILL: Concords of the [tu] class.

otwenge

otuta

otunnyu

otuzigo

otufuta

'Whose drop of beer is this?'

Otwenge # tuno / twlanlY

Otuta tuno twlani?

Otunnyu tuno twlani?

Otuzigo tuno tw'ani?

Otufuta tuno tw'ani?

283


DRILL: 'Fetch' (Igive from1).

'Give me (from there) a drop of beer.'

otwenge Mpa'+yo + ku twenge.

Mukasa Mukasa muwe'+yo ku twenge.

otuzzi Mukasa muwe'l-yo ku tuzzi.

ffe Ffe tuwe'±yo ku tuzzi.

otuta Ffe tuwe'+yo ku tuta.

abaana Abaana bawe'l-yo ku tuta.

otunnyu Abaana bawe'l-yo ku tunnyu.

nze Nze mpa'l-yo ku tunnyu.

otuzigo Nze mpa'1-yo ku tuzigo.

omwana Onwana muwe'l-yo ku tuzigo.

The Dival in this form means 'some ofl and the

suffix [-yo] means 'from there'

The Tu-class consists of some nouns used to

form the idea of a little drop of liquid.

There is only one noun which specially belongs

to this class and that is OTULO - sleep.

DRILL: Givel vs. "fetch'.

'Give me a drop of water.' 'Go get me a drop of water.'

Mpa'+ ku tuzzi.

Nkuwe'+ ku tuzzi?

Banaatuwa'+ ku tuzzi.

Batuwe'+ ku tuzzi.

Batuwadde + ku tuzzi.

Tuwe'+ ku tuzzi.

284

Mpa'+yo + ku tuzzi.

Nkuwe'yo + ku tuzzi?

Banaatuwas-yo + ku tuzzi.

Batuwe'-yo + ku tuzzi.

Batuwaddeyo + ku tuzzi.

Tuwe'+yo + ku tuzzi.


To the student:

Concerning the concord [tu], see Ashton, p. 363; Chesswas,par. 128-9.

Notice the junctural difference between the subjunctive[mumpe-yo] and the plain imperative [mpa*-1-yo], both ofwhich mean very much the same thing.

Glossary:

312-413 0 - 68 - 21

o.mu.zigo (MU-MI) butter

a.ma.futa (MA) oil, butter

o.mu.nnyu (MU-MI) salt

(-wadde) give

285

B S C COURS

LESSON 88

okulya Siryanga + ku matodke.

okubeera Sibeeranga+ko + Kampala.

okubutikira Sibuukirangatko + mu

nnyonyi.

Siriisanga + ku nkoko.okuliisa

okukama

okusomesa

amatooke

okubeera

okubuuka

dkuliisa

okukama

okusomesa

Sihamarma + ku nte.

Sisomesanqa+ko.

Wali olidde + ku matooke?

Wali obaddeko e Kampala?

Wall dbuukiddeko mu

nnyonyi?

Wali oliisizzaako ku hkoko?

Wali okamyeko ku nte?

Wali osomesezzaako?

I have never eatenmatooke.

I've never been toKampala.

I've never flown ina plane.

I've never fedchickens.

I've never milkeda cow.

I've never taught.

Have you evermatooke?

Have you everto Kampala?

Have you everin a plane?

Have you everchickens?

Have you evera cow?

Have you ever

eaten

been

flown

fed

milked

taught?


DRILL: 'Have never', with and without object infix.

'I have never eaten bananas.'

amatooke

e Masindi

Mukasa

mu Bungereza

mu ssineema

okusomesa

DRILL:

ggwe

Sirvanga + ku matooke.

Sigendanqa+ko + Masindi,

Sirabancla.+ ku Mukasa.

Sibeeranqa+ko + mu Bungereza.

Sigendanga+ko + mu ssineema.

Sisomesanqa+ko + baana.

..,

'I have never eaten there.'

'Have you ever', with negative and

'Have you ever eaten

Sigalyanqa+ko.

Sigendanqa+ko+yo.

Simulabanqa+ko.

Sibeeranqa+ko+yo.

Sigendanqa+ko+mu.

Sibasomesanga+ko.

affirmative replies.

matooke?'

Wali olidde ku matooke?

Nedda, sigalyanqa+ko.

Yee, nali+ngalidde-ko.

ye Yali alidde ku matooke?

Nedda, tagalyangako.

Yee, yali agaliddeko.

dkunywa omwenge

mmwe

abayizi

Yali anywedde ku mwenge?

Nedda, tagunywangako.

Yee, yali agunyweddeko.

Mwali munyewedde ku mwenge?

Nedda, tetugunywangako.

Yee, twali tugunyweddeko.

Baali banywedde ku mwenge?

Neddaytebagunwangako.

Yeejbaali bagunyweddeko.

dkugenda e Bungereza Baali bagenzeeko e Bungereza?

Nedda,tebagendangakoyo.

Yee,baali bagenze'koyo.

287

To the student:

I LUGANDA BASIC COURSE

The use of the verbal suffix [nga] in these forms meaning'have never' is not inconsistent with its use as describedin connection with Lesson 72.

Glpssary.:

.buukira (.buukira)

.kama (.kamye')

Sam le of free conversation:

A: III, Oluk, weesiimye, olina

emmere nnyingi wano.

B: Eee, nkukolere ki?

A: Mpayo ku kamere, enjala

ennuma nnyo.

B: Kaako katuuse. Wali olidde

ku balugu?

A: Eee, era yampoomera nnyo.

B: Onoolya ebitundu bimeka?

A: Nga bisatu. Era nnaanywa

ne ku tuta.

B: Balugu wuuyo, n'otuta tuutwo.

A: Weebale.

B: Awo.

288

fly (by or at)

milk

Oh, Oluk, you're lucky, youhave plenty of food here.

Yes. What can I do for you?

Give me a little food, I amvery hungry.

There it is. Have you evereaten yam before?

Yes, and I liked it very much.

How many pieces will you eat?

About three. And I'll drinka little milk.

There are the yams and thereis the milk.

Thank you.

You're welcome.


LESSON 89


jjangu come

A: Jjangu + tulye' + ssebo. Come let's eat, sir.

Okuteekateeka to prepare

ewedde okuteekateeka it is finished beingprepared

food

A: Emmere / ewedde + okuteekateeka. The food is already prepared.

ebadde ennuma it had been biting me

enjala ebadde ennuma the hunger had been

anti surely

anti n'enjala ebadde ennuma surely hunger has beenbiting me

B : 000, maama, weebale + nnyo, Ooo. Thank you very mudh,madame. Surely I wasanti + n'e-njala / ebaddehungry.

+ ennuma.

emmere

B : Ebadde + ekuluma? Were you hungry?

B: Mmm . Mrnm.

amangu soon

gati this (soon)

A: Iii! Amangu # gati! Iii! So soon?

ewaffe mu Amereka at home in America

buli kaseera every time

tulya buli kaseera we eat every time

B: Eee, ffe / tulva' buli / kaseera Yes, we eat all the time at

+ ewaffe + mu A-mereka. home in America.

A: 000, bambi. 000, excuse me.

B : Mmm. Mmm.

jjangu tulye come let's eat

289


emmere yino etuuse there is the food it hasarrived

A: Emmere / yiino / etuuse', Food is here; come let's eat.

jjangu + tulye'.

B : MInre+k ± nnyabo% What kind of food is it,madame?

A: Amatooke, waliwo + Matooke 2there is rice also

n'o-mupunga

B: Ooo! Njala nnyo + amatooke. 000. I like matooke very much.

A: n'o-bummonde. ... with Irish potatoes.

B : Mmm. Mmm.

A: Wali-wo + n'e-nkoko. There is also chicken.

B : Ooo, bambi, weebale + nnyo. 000, I see, thank you verymuch.

okufumba to cook

B : Eee, maama, ng'+ofumhy2:: Yes, Madam. What good cooking:

A: Nfumbye ssebo. I tried 2sir.

B: Omanyi nnyo + okufumbe. You know very well how to cook.

okusiima to appreciate

A: Weebale okusiima, Thank you for ghowingappreciation.

B : Mmm. Mmm.

A: Mmm. Mmm.

B: Ooo! Enkoko # eno / ebaddennungi; Ooo. This chicken was good!

A: Yee, twagiguze # eyo. Yes, we bought it somewhere.

B: Ooo, mwagiguze'? Ooo, you did?

A: Mmm. Mmm.

290


omuwendo

omuwendo mulungi

zigula omuwendo mulungi

enkoko zigula omuwendo

mulungi

AB: Ewaffe / enkoko / zigula +

omuwendo + mulungi + nnyo

+ mu A-mereka.

okwesiima

okuseera

kuno baziseera nnyo

nga mwesiimye

A: Nga + mwesiimt:, kuno /

baziseera nnyo.

oluyinza

oyinza okufuna enkoko

B : Ewaffe / eddoola / emu' /

oyinza + okufuna + enkoko.

B : Eddoola / emu' / ssilingi /musanvu.

ssilingi kkumi na nnya

A: Ee! Ffe / wano / ssilingi /

kkumi / na nnya'.

B: 000! Eee! Baziseera.

Glossary:

e.m.mere

. ti

. siima

. eesiima

. seera

e.s.siringi

(N)

(.siimye')

(.eesiimye')

(.sedde)

(N)

291

price

the price is good

they cost good price

the chidken costs goodprice

At home in America, chickenssell at a very fair price.

to be happy

to sell expensively

here they sell them ata very expensive price

how happy you are

You're so ludky, here theysell them very expensively.

to be able to

you can get chicken

At home, for one dollar,you can get a chicken.

One dollar is seven shillings.

fourteen shillings

For us here, it is fourteenshillings.

Ooo. Eee, they sell themexpensively.

main food

in this way

be pleased

be happy

overcharge

shilling


LESSON 90

1. Listen to the first version of this text and answerthe following questions:

The distance between Kampala and Entebbe isbetween twenty and fifty miles. How far doesthe speaker say it is?

23-24 33-34 43-44

The verb [okukwata] apparently means:

grasp, catch cross2intersect avoid

The verb [-lekab which is familiar fromDialog 13, means:

follow know leave

The word for 'path, way' is:

ekkubo ekkubo ekkubo

The words [amata-faali nlamategula] mightmean:

ruts and chuckholes

twistings and turnings

bridks and tiles

[a]

[a]

[c

[b

[c

110 .11111


This text contains two infamiliar place names.They are:

Kajansi, K 4uubi Kajjansi, Kisubi

2. Listen to the second version of this text. Then tryto fill in the blanks. Finally, check your work bylistening again to the tape.

e Kampala Entebbe mayiro nga

abiri ssatu abiri bbiri.

ng'asinziira Kampala akwata

olugenda 2 naye n'akwata

oluguudo e Masaka, n'aleka

e Masaka hkulungo ey'okubiri. luguudo

mayiro

asanga ekimu Kajjansi

2 awali e kolero matafaali

n'amategula. Ngl awo 1mu maaso n asanga

ekkulu Kisubi ku kkumi

mwenda, Okuva atuuka mu

The word [awali] is a relative form of [-li]The subject prefix is the locative [wa-]. Thetranslation of this word is:

where there is

which is there

which there is

IMIII1011111M

293

[a


Judging from the context, the verb [-sanga] mightmean:

avoid, shun find meet

The expression [mu maaso] means:

badk, backwards

straight ahead

at full speed

DRILL: Cardinal vs. ordinal numerals.

'two circles'

enkulungo enkulunqo / bbiri

ssatu enkulungo ssatu

nnya enkulungo nnya

oluguudo enguudo nnya

ssatu enguudo ssatu

bbiri enguudo bbiri

amasauanzira amasauanzira abiri

emu:. amasauanzira gamus

ssatu amasauanzira asatu

ekkolero amakolero asatu

bbiri amakolero abiri

nnya& amakolero am'

ekibuga ebibuga bina:,

294

stop at

[b]

'the second circle'

enkpluncro+ey'okubiri

enkulungo ey'okusatu

enkulungo ey'okuna'

oluguudo olw'okune

oluguudo olw'okusatu

oluguudo olw'okubiri

amasauanzira ag'okubiri

amasaimanzira agasooka

amasarnanzira ag'okusatu

ekkolero ery'okusatu

ekkolero ery'okubiri

ekkolero ery'okune

ekibuga eky'okune


emu

bbiri

omulenzi

ssatu

ttaano

ekibuga kimu

ebibuga bibiri

abalenzi babiri

abalenzi basatu

abalenzi bataano

ekibuga ekisooka

ekibuga eky'okubiri

omulenzi ow'okubiri

omulenzi ow'okusatu

omulenzi ow'okutaano

DRILL: [Nga] vs. [nga]. (Underline all occurrences of [nga],but leave [nga] unmarked.

nga bibiri

nga bagenda

ng'emu'

ng'abasomesa

nga ayagala

ng'avudde

aba ng'agenda

kumpi ng'emu

about two

while they go

about one

as teachers

if he wants

when he has left

(by this time) he is going

nearly one

Answers

Listen to the third version of this text andanswer the following:

[ngAl

[nga]

[11(311

[ng.L1

[nga]

[nga]

[nga]

In the preceding section we met the relativeform [awali] 'where there is/are'. The thirdversion contains two relative verbs withlocative subjects. What are they?

[omukolerwa 'in whichare made', omuli 'inwhich are')


The distance from Entebbe to the airport isgiven as:

11/2 miles 1/2 mile 1 mile

The verb [-linnya] apparently means:

look at, see

To the student:

climb, get on take care of

(a

[b]

Note that the [ku] that is used in forming ordinal numeralsis tonally marked.

For a summary of the uses of the particles that are spelled[nga], see Ashton, p. 444-8, 466-8; Chesswas, par. 130-3.Note however that Chesswas did not distinguish between [nga+]and [# ngal.

Glossary:

.kwata (.kutte) grasp, catch

e.k.kubo (LI-MA) path, way

a.ma.ta-faali (LI-MA) bricks (e.t.ta-faali)

a.ma.tegula (LI-MA) tiles (e.t.tegula)

. sanga (.sanze') find

a.ma.aso (LI-MA) eyes

. linnya (.1innye') climb, get on


LESSON 91

Kaakati / emyezi / giwera esatu /

ka-sookanga + tutandika +

dkuyiga + Oluganda.

Kaakati / ornwaka / guwera gumu7

ka-sookanga + tuva' + ewaffe.

Kaakati / ewiiki / ziwera ebiri.

kasookedde tubeera # wano.

Kaakati ewiiki / ziwera bbiri +

ezisigadde + tugende mu Uganda.

Esiqadde + eddakiika / ttaano +

tunnyuke.

Kaakati ebbanga / liwera litya /

ka-sookanga + ojja # wanoY

Kaakati / bbanga*ki / kasookanga +

ojja # wanoY

Kaakati / bbangal-ki + erisigadde +

tusitulff

Essigadde + eddakiika / mmeka +

tulye'+ ekyemisana%

297

It's three months nowsince we began to studyLuganda.

It's now one year sincewe left our homes.

It's now two weeksthat we've been here.

There are now two wedksleft [before] we go toUganda.

It's five minutes untilquitting time.

How long have you beenhere? (lHow long isthe period up to nowsince you came here?')

How long is it sinceyou came here? (1Whatperiod is it now sinceyou came here?')

How long ('What periodremains') before wedepart?

How many minutes remainbefore we eat lunch?


DRILL: The verb [-wera], 'amount to, reach a number'.

abaana

ente

abakyala

enkoko

ennyumba

ennimiro

obugaali

'How many children does he have?'('His children number how many?'

,e 0

Abaana be / bawera / bameke

Ente ze ziwera mmeka?

Abakyala be bawera bameka?

Enkoko ze ziwera mmeka?

Ennyumba ze ziwera mmeka?

Ennimiro ze ziwera mmeka?

Obugaali bwe buwera bumeka?

DRILL: Minutes before the hour.

6507:50

8:50

8:45

7:45

6:45

6:40

7:40

8:40

Esigadde

Esigadde

Esigadde

Esigadde

Esigadde

Esigadde

Esigadde

Esigadde

Esigadde

'It's ten minutes of seven.'

eddakiika kkumi dkuwera essawa emu.

eddakiika kkumi dkuwera essaawa ebbiri.

eddakiika kkumi Okuwera essaawa essatu.

eddakiika kkumi na ttaano okuwera essaawa essatu.

eddakiika kkumi na ttaano okuwera essaawa ebbiri.

eddakiika kkumi na ttaano dkuwera essaawa emu.

eddaakiika amakumi abiri dkuwera essaawa emu.

eddakiika amakumi abiri okuwera essaawa ebbiri.

eddakiika amakumi abiri okuwera essaawa essatu.

DRILL: The verb [-wera] in the not-yet tense.

emyezi

ewiiki

ttaano

emyaka

gumu

oluneku

ssatu

emyezi

'It's three months.'

Emyezi giwera esatu.

Ewiiki ziwera ssatu.

Ewiiki ziwera ttaano.

Emyaka giwera etaano.

Omwaka guwera gumu.

Olunaku luwera lumu.

Ennaku ziwera ssatu.

Emyezi giwera esatu.

'It's not yet three [months].'

Teginnaba

Tezinnaba

Tezinnaba

Teginnaba

Teginnaba

Tezinnaba

Tezinnaba

Teginnaba

kuwera ena.

kuwera nnya.

kuwera mukaaga.

kuwera mukaaga.

kuwera ebiri.

kuwera bbiri.

kuwera nnya.

kuwera ena.


Glossary:

odera (owezel reach a number

sincekasookedde

,nnyuka (annyuse) stop wofk, get off work

.sigala (.sigadde) remain

e.b.banga (LI-MA) period of time

299


LESSON 92

Tujja kubeera # muno / dkumala +

essaawa / nnamba.

Tugenda kusomesa + mu Uganda / okumala

+ ebbanga lya myaka /

Engoye zireke + mu mazzi + okirnlà /

eddakiika / kkuml.

Enkuba/etonnve'+ dkumala + olunaku

lwonna.

Ehkuba / emaze'+ olunaku # lwonmt #

ngl etonnya.

Nkulindiridde okumala + ekitundu

kyle-ssaawa.

Tujja kubeera # muno / kumala+

bbanga+ki

Mugenda kusomesa + mu Uganda /

dkumala + emyaka / emekaY

Engoye / nzireke + mu mazzi /

okUm`all//eddakiika / mmeka?

Enkuba / etonnye + kumala bbanga+kiY

Enkuba / emaze + bbanga+ki# ngl

etonnyaY

Onninze + okumala + ebbanga ggwanvu?

300

We will stay in herefor a whole hour.

We're going to teachin Uganda for a periodof two years.

Leave the clothes inthe water for tenminutes.

It's been rainingall day.

I've been waiting foryou for half an hour.

How long are we goingto stay in here?

How long are you (pl.going to teach inUganda?

How many minutes shallI leave the clothes inthe water?

How long has it beenraining?

Have you been waitingfor me for a long time?


DRILL: Durations of time4

'We are going to teach in Uganda for a

period of two years.'

*hoar,

ffe Tugenda kusomesa mu Uganda Okumala ebbanga

lya myaka ebiri.

mmwe

okubeera

nze

Mugenda kusomesa mu Uganda okumala ebbanga

lya myaka ebiri.

Mugenda kubeera mu Uganda okumala ebbanga

lya myaka ebiri.

Doenda kubeera mu Uganda okumala ebbanga

lya myaka ebiri.

Afrika ey'ebuvanjuba Drjenda kubeera mu Afirika eylebuvanjuba

dkumala ebbanga lya myaka ebiri.

ye Agenda kubeera mu Afirika ey'ebuvanjuba

okumala ebbanga lya myaka ebiri.

okusomesa Agenda kusomesa mu Uganda okumala

ebbanga lya myaka ebiri.

DRILL: Alternative ways of expressing duration of time.

'We're studying Luganda.''We've been studying Luganda for three months.'

Tuyiga Oluganda.

Tubadde # tuyiga Oluganda okumala emyezi esatu.

Tumaze emyezi esatu nga tuyiaa Oluganda.

Tuli wano.

Tubadde wano dkumala emyezi esatu.

Tumaze emyezi esatu nga tuli wano.

312-413 0 - 68 - 22 301


Tutudde mu kibiina.

Tutudde mu kibiina dkumala essaawa emu.

Tumaze essaawa emu nga tutudde mu kibiina.

Twalindirira bbaasi.

Twalindirira bbaasi dkumala essaawa nnamba.

Twamala essaawa nnamba nga tulindirira baasi.

Tunaazannya omupiira,

Tunaazannya omupiira okumala essaawa emu.

Tunaamala essaawa emu nga tuzannya omupiira.

DRILL: The adjective stem [-lamba]

essaawa

bbiri

olunaku

emu

ewiiki

bbiri

omwezi

emu

omwaka

bbiri

DRILL:

'one whole clay'

essaawa / emu / nnamba

essaawa bbiri nnamba

ennaku bbiri nnamba

olunaku lumu lulamba

ewiiki

ewiiki

emyezi

omwezi

omwaka

emyaka

emu nnamba

bbiri nnamba

ebiri miramba

gumu mulamba

gumu mulamba

ebiri miramba

Engoye / zirdke + mu mazzi.

Engoye / tozirdka + mu mazzi.

Enggye tozireka + mu mazzi.

Leave the clothes in thewater.

Don't leave the clothesin the water(right now)

Don't leawA the clothesin the water (at somenear future time).


Lwaki + engoye / wazirese +

mu mazzi?

Lwaki + engoye / tewazirese +

mu mazzi?

Lwaki + engoye / onnoozireka +

mu mazzi?

Lwaki + engoye / toozirike +

mu mazzi?

Glossary: .lamba


Why did you (near past)leave the clothes inthe water?

Why didn't you leave theclothes in the water?

Why will you (near future)leave the clothes in thewater?

Why won't you leave theclothes in the water?

whole (without division)

A: Musoke, gino emyezi emeka

kasookedde Kadoko agenda

mu Amereka?

B: Kaakati kumpi emyezi ebiri

kasookedde agenda.

A: Anaamalayo bbanga ki?

B: Ndowooza anaamalayo mwaka

mulamba.

A: Yagenaa nlengoyeze zonna?

B: Nedda. Yatwalako zimu. Endala

yazireka.

Ziri ludda wa?

Ziri Mu ssaanduuko ye.

Ooo!

Eee.

303

Musoke, how many monthsnow since Kadoko leftfor America?

It's about two months nowsince he left.

How long is he going tostay there?

I think he will spend awhole year there.

Did he go with all hisclothes?

No. He only took some.He left the others.

Where are they?

They're in his box.

Ho ho?

Ha ha.


LESSON 93

Pronunciation buildups_:

ova mu Amereka you come from America?

bagamba they say

B: Maama, bagamba # nti / ova Madame, they say that you

mu A-mereka!come from America!

.111.1

A: Yee ssebo, /Iva mu'A-mereka. Yes, sir, I come from America.

emyaka ng'+ena years about four

dkumala to spend

maze yo emyaka ng'+ena' I have spend there aboutfour years

nga nsoma while I was studying

A: Mmaze'-yo + emyaka / ng'+ene I have spent about four years

# nga nsoma. there studying.

B: Emyaka / ena:# gyonna'?

A: Eee.

olya'-kiY

obadde olya'-kiY

B: Iii! Obadde # + mu

A-merekai

Four whole years.

Yes.

what do you eat?

what have you been eating?

What have you been eating inAmerica?

mmere food

mmere gye balina food that they have

A: Mbadde # ndya mmere + gye I have been eating the food

balina0that they have.

B: Bagamba # nti / tebalina +

matooke.

A: Amatooke / tebagalina.

They say that they don't havehave matooke.

They do not have matooke,

nkumu a lot

emmere nkumu a lot of food

304_


emmere nkumu endala

*A: Naye / balina + emmere + nkumu

endala / pnyingi,

nnyingi + nnyo!

B: Esinga + amatooke?

a lot of other food

But they have lots and lotsof other food.

Is it better than matooke?

A: Teri + kisinga + matooke. Nothing is better than matooke.

obummonde small potatoes

obummonde n'omupunga small, European potatoes

A: Naye / balina + obummonde / But, they have Irish potatoes1 and rice.n o-mupunga.

A: Balya'nnyo nnyo + n'e-nnyama. And they eat a lot of meat.

B: Ee, nnyama, nnyama + ya'-ki? I see, What kind of meat?

embizzi pig

ey'embizzi of pig

n'ey'embizzi and of pig

ey'ente n'ey'embizzi of cattle and of pigs

enkoko chicken

A: Ey'e-nte, Beef, pork and chicken.

n'e-y'e-nkoko.

engeri kind

eya buli ngeri of every kind

ennyama eya buli ngeri meat of every kind

A: Kwe kugamba / ennyama + eya That is to say, all kindsof 7,eat.buli / ngeri.

Kainambe + bwe ntyo. Let me put it that way.

okuggyako except

okuggyako obummonde except the small potatoes

okuggya ko obummonde except the small potatoesand ricen omupunga

gye balina which they have

mmere ki endala what other kind of food

305

.7VM......... LUGANDA BASIC COURSE

mmere ki endala gye balina

B: Mmin, mmere+ki + endala gye

balina + okuggya-kc +

obummonde + nlp.-mupu.nga?

enva

balina nva dkusinga

A: Emmere + endala / balina + nva'

+ okusinga.

B: Nva"+ki

ze tulina wano

nga ze tulina wano ewaffe

A: Nga, + ze tulina wano / ewaffe

kumpi: emboga, ennyaanya,

'carrots', 'turnips' nle-,nva° +

endala.

B: Byonna.,/ bya Luzungu.

A: Byonna / bya Luzungu.

B: Mmm.

A: Mmm.

DRILL: Compound adjectives.

what other kind of fooddo they have

Mmm. What other kind of fooddo they have apart from theIrish potatoes and rice?

Nva

they have more nva

Other food.., they have mainlynva.

What kind of nva?

the kind we have here

like those we have hereat home.

Almost like those we have hereat home: cabbages, tomatoes,carrots, turnips and others.

All of them are in English.

All of them.

Mmm.

Mmm.

'This chair is wooden (lof wood1).1

omuti' Entebe # eno / ya'-muti.

Entebe zino za'-muti.

emirembe Ensi eno ya'-mirembe.

Ensi zino za'-mirembe.

ekyama Ebbaluuwa eno ya'-kyama.

Ebbaluuwa zino za'-kyama.

306


ekitiEbwa Omuntu ono wa'-kitiibwa.

Abantu bano ba'-kitiibwa.

empisa Omuntu ono wa'-mpisa mbi.

Abantu bano ba'-mpisa mbi.

akabi'

obwogi

Amasannyalaze gano ga'-kabi.

Ekiso kino kya'-bwogi.

Continue with such other forms as:

-a malala, -a nnaku zino, -a mazima, -a nnaku

zonna, -a muwendo -alubeerera, -a kakyo kano.

To the student:

Notice that the connective [.a.°], when it appears beforea noun without an initial vowel, is unmarked. It has anextra mora, and there is no word boundary between theconnective and the noun.

Glossary:

nkumu

lu.monde

o.bu.mmonde

.ggya+ko

e.m.boga

e.n.nyaanya

a.ka.bi°

(MU)

(BU)

(oggye -ko)

(N)

(N)

(KA)

plenty

sweet potato(s)

/rish potatoes

take off

cabbage

tomatoes

danger


LESSON 94

Listen to the first version of this text and answerthe following:

The first sentence ends with the word [kizinga].This word apparently means:

port small town island

The first sentence contains two relative verbforms. What are they?

[ c

[olujja 'whichcomes' olufuluma'which goes outr]

The particle [bw'l occurs before two verbs inthe second sentence. It apparently means:

when how because

The verb [-tambula] apparently means:

go on turn around be careful

Write down the first version by dictation from thetape. Do not write the tones. Check your work byreferring to the following:

308

[a

[a

LUGANDA BASIC COURSE1111110

Okuva Entebbe okwata oluguudo olujja e Kampala.

Okuva Entebbe waliwo oluguudo lumu lwokka

olufuluma ebweru Wekibuga Entebbe, kubanga

Entdbbe kizinga. BWokwata oluguudo, ojja

katono n'otuuka ku ssomero ekkulu eriyitibwa

Kisubi, bw'ova awo n'ojja n'oyita ku kkolero

ly'amatafaali n'amategula mu kifo ekiyitibwa

Kajjansi, Okuva e Kampala ze mayiro nga musanvu

n'ojjaln'otambula n'otuuka mu kibuga Kampala.

Kwe kugamba okuva e Kampala okutuuka Entebbe

ze mayiro ng'amakumi abiri mu bbiri oba abiri

mu ssatu.

NB This text is written from the point of view of a personwho is in Kampala at the time of writing.

Before listening to the third version of this text, tryto supply the concordial elements in the first threesentences:

Entebbe ri mu maserengeta _a Buganda.

kitebe kulu e 'omufuzi kulu

Uganda.

Uganda.

rimu saawe 'ennyonyi a

List all of the relative verb forms in the third version,and check your answers with the following:

[olujja, olufuluma, eriri]

309


The phrase ebeera + omufuzi + omukulu] means1 where the h a'd of state lives.'

Copy the second version dictation from the tape. Marktones only oh; the numerals. Check your work by referringto the following:

Entebbt, kye kibuga ekikulu mu Uganda, ebeera

omufuzi omukulu owa Uganda. Kiri kumpi

n'ennyanja Victoria; dkuvaayo dkutuuka e

Kampala ze mayiro / amakumi / abiri / mu

bbiri oba abiri / mu ssatu. Omuntu okuva

Entebbe akwata oluguudo olujja e Kampala,

eriyo oluguudo / lumu # Iwokka + oluva

Entebbe dkufuluma ebweru, kubanga Entebbe

kizinga. Mu kkubo ng'ajja ayita ku ssomero

ekkulu ery'e Kisubi ze mayiro nga + kkumi /

na mwenda + dkuva e Kampala, ate oluvannyuma

n'ayita ku kkolero ly'amatafaali n'amategula

e Kajjansi, mayiro nga+musanvu. Oluvannyuma

atuuka mu kibuga Kampala.

310


Glossary:

e.ki.zinga

.tambula

o.mu.til

e.mi.rembe

e.ky.ama

e.ki.tiibwa

e.m.pisa

a.ka.bi*

o.lw.ogi

a.ma.sannyalaze

e.ki.so:

o.mu.wendo

o.lu.beerera

a.ma.lala

a.ka.kyo*

(KI-BI)

(.tambudde)

(MU-MI)

(MI)

(KI-BI)

(KI-BI)

(N)

(KA)

(BU)

(LI-MA)

(KI-BI)

(MU-MI)

(LU)

(MA)

(KA -BU)

311

island

walk (go on)

tree

peace

secret

honour

manner

danger

sharpness

electricity

knife

price

permanence

pride

time, period


APPENDIX :

312


Ssengange KitangeI

Mange Kitange + omuto

Kitange. + omuto

Muganda wange Mwannyinaze Nze

Kitange - my father

Kitaawo - your father

Kitaawe - his/her fatYer

Kitaffe - our father

Kitammwe - your father

Kitaabwe - their father

Kitaawe wa Mlikasa - Mukasa's father

Mange - my mother

Nnyoko - your mother

Nnyina - his/her mother

Nnyaffe - our mother

Nnyammwe - your (pl.) mother

Nnyaabwe - their mother

Nnyina Mukasa

Nnyina wa Mukasa }

Mukasa's mother

All the kinship nouns which begin withprefix 1MU' in the singular, form their

plural by substituting the singular prefixwith 'BA'. Other nouns form their plural

by prefixing 'BA1 to the singular form ofnouns.

11MIIM


Mange + umuto Kojjange Kitange Mmange Mange + omuto

Muganda wange Mwannyinaze

Xkojjange. -

Kkojjapyo -

Xkojjaawe -

Kkojjaffe -

Kkojjammwe

Kkojjaabwe

my uncle (maternal)

your uncle

his uncle

our uncle

- your (pl.) uncle

- their uncle

Mwannyinaze Nze


Kit.krat Mange Mange Kitange Kkojjancle mukaKkojjange+ omuto

Nze Mwannyinaze Muganda wange

Mmange + omuto - my aunt (maternal) (I my young ,...other')

Nnyciko + omuto - your aunt

Nnyina + omuto - his/her aunt

Nnyina + omuto wa Mdkasa - Mukasa's aunt

Kitange + omuto - my uncle (paternal) (1my young father')

Kitaawo + omuto - your uncle

Kitaawe + omuto - his/her uncle

Kitaawe + omuto wa Mukasa - Mdkasals uncle

315


Bba ssengange, Ssengange Kitange Mmange

Kizibwe wange

Ssengange -

Ssengaawo -

Ssengaawe -

Ssengaffe -

Ssengammwe

Ssengaabwe

Kizibwe wange

my aunt (paternal)

your aunt

his/her aunt

our aunt

- your (pl.) aunt

- their aunt

Ssenga wa Mukasa

Ssengaawe wa Mukasa Mukasa's paternal aunt

Kizibwe wange - a child o my father's sister

316

Nze


Bba-jjajiange Jjatiange Jjajjang Jjailancle Jjaijange Muka-omukazi musai la omukazi omusaiia jjaiiange

Ssengancie

JjaiimstJjajjaats

Jj2ijaaKtJja"affe -

Jjj jamrnwe

Jja"aabwe

Kitarattomuto

my grandparent

your gandparent

his/her grandparent

our grandparent

- your (pl.) grandparent

- their grandparent

Jjajja wa. Mukasa

Jjajjawe wa Mukasa I

Kitancie Mwancte mrtmat+

Mukasals grandparent

Bbajiaillme - husband of my grandparent

Muka -jjajiange - wife of my grandparent

312-413 0 - 68 - 23

317

Nze

omutoKitange,orouto


Muka kitange Kitange+omuto Kitange Mmange+ omuto

Muganda I Mika I Muganda Mugandaugand wange wange

Nze ukyalwange m

awange

waiqeMwanniinlEt.Mwann aze

Muwala Mutabaniwange wange

Mwannyinaze - my sister or brother

Mwannyoko - your sister or brother

Mwannnyina - his/her sister or brother

Mwannyinaffe - our sister or brother

Mwannyinammwe - your (pl.) sister or brother

Mwannyinaabwe - their sister or brother

Mwannyina Mukasa

Mwannyina wa Mukasa} Mukasals sister

MutabaniI

Mutabantwange wange

Muwala wange

Muka kitange + omuto - wife of my paternal uncle


Bba ssezaalaI

Ssezaal Nnyazaalayangewanqe wange

Ssezaala wange

Bba mulamu Mulamu Mulam Mukawange wanqe wanq mulamu

wanqe

Baze Nze

Baze Baze Mutabaniwange

Muwala Mukowange

Muwala wange

Baze - my husband

Balo - your husband

Bba - her husband

Bbaffe - our husband

Bbammwe - your (pl..) husband

Bbaabwe - their husband

Bba Nnamatovu-rBba wa Nnamatovu

Nnamatovu's husband

Mutabaniwancre

Ssezaala wange - my husband's father

Nnyazaala wange - my husband's mother

Bba mulamu wange - husband of my sister-in-law

Muka mulamu wange - wife of my brother-in-law

Bba ssezaala wancle - husband of my father-in-law's sister

319

Mukautabaniwanqe

Muzzukuluwange


Muko Muko Ssenga wa Mukomukyala wange

Nze Mukyala Mukoddomi Mulamu Mukoddowi Mikawange wange wange wange mukoddomi

wangg

Muwala wamukoddomiwange

Muko - in-law

Mukoddomi - brother-in-law

Muka - wife of

MukyalawfInge - my wife

Mulamu wange - my sister-in-law

Ssenga wa Mukyala wange - my wife's aunt

Mutabani wamukoddomiKama

..


Nze MukaMwannyinaze mwannyinaze

Mutabani Muka Mwanawattuwaffe mwana

Bba mwanawattu

Muzzukulu waffe

Muzzukulu waffe - our gandchild

Mwana waffe - our child

Muka mwana - my daughter-in-law

Muka mwannyinaze - wife of my brother

Mwana waffe

LUGANDA BASIC COURgE

Nze

Mwannyinaze

Mukoddomiwanqe

Muiiwa_nagf Mujjya wanqe

Mwannyinaze - my sister

Mukoddomi wanqe - my brother-in-law

Mujjwa wanqe - my ne.jhew or niece

Nze


(2) L_

ml

Mmange Kitange Mukakita/222

Mwannyinaze

Muka kitancle - wife of my father

Muganda wancle

OIMIra..1.11


Kitan Mange Kitange Mange, + Bba manse+omuto omuto

ANze Munna-bbeere wange Muganda wancle

Munna-bbeere wancie, - my half brother

324


Bbaffe Nze Muggya wange

Mutabani wancle

MuEgya wange - my fellow wife

Bbaffe - our husband

Mutabani waffe - our son

!

Mutabani waffe

LUGANDA BASIC COURSE.71,1111.

Musanqi Mulamu Nze Mukyala I Mulubunawangg ange wange wange

Mutabaniwange

Mutabani Mutabaniwange wan=

Musangi wawa! - my wife's sister's husband

Mulubuna wanqe - the former husband of my wife

326


GLOSSARY

Words in this glossary are alphabetized beginning with thefirst letter of the root. Prefixes are left out of account.In this way, words that are related to one another usuallyare found next to each other. In order to make the listingeasier to follow, the words have been spaced so that thefirst letters of the roots form a straight vertical columnon the page.

The symbol [.] has been used to separate certain elements ofthe word from each other. It has no phonetic valte. At thebeginning of an entry, it indicates that the form in questionmust be preceded by some kind of prefix.

The symbol [.] stands after a final vawel which is doubledwhen it is followed by a personal possessive or other enclitic.

Underlining indicates tonally 'marked' parts of a word.Rules for converting the marks into tones are given ir theammlia, par. 45-7

The symbol (3!) means that the noun in question is markedon the third mora. The location of the mark thus shiftsaccording to the presence or absence of an initial vowel.

The presence of ( ) around a word means that there was noopportunity to check it for tone.

In some foreign words, the junctural symbol [-] has beenplaced between a short marked syllable and a followingsyllable which is marked on its first mora.

In a very few words, it has been necessary to indicate tonesdirectly by ['l for high and P] for low.

327


a

'bb'eno" (hello)

o.kw.agala (.agadde)

o.rnw.aka

o.kw.ala (.aze)

e.ky.alo (KI-BI)

o.kw.ambala (.ambadde)

a.m.ambuka (4A)

(ambulensi) (N)

o.mw.ami (MU-BA)

o,mw.ana (MU-BA)

m.a ngu

ani%

anti

a.ma.aso (LI-MA)

(e.n.jawulo) (N)

o.kw.awula

a njawulo

o.ku.bajja (.bazze)

.ee.baka (-ee.basse)

e.ki.bala (KI-BI)

o.ku.bala

balugu. (MU)

('people living in this place')

love, like, want

year

spread out, make (bed)

village, estate, the country

put on (clothes)

North

ambulance

chief, master, the owner of pro-perty

child

quickly, soon

who?

surely, but, 'Oh, but'

eyes

difference

to separate, distinguish

different

53

45

68

86

23

11

53

34

1

73

90

38

38

38

do carpentry, chop into shape 38

sleep

fruit 47

count, do math

yams 78

35e.b.baluuwa (y'ekkubo) passport

Hbarribi"

e.b.banga (LI-MA)

e.b.baasi (N)

o.lu.baawo° (LU-N)

o.bu.bazzi (BU)

a pity!, dh, I see

period of time

bus

board, plank

carpentry

328

91

32

42


o.ku.beera

e.ki.biina.

biri.

0.lw.oku.biri

e.m.bizzi

bo

e.m.boga

e.ki.buga

e.m.buga

o.ku.buuka

c

d

(.badde)

(KI-BI)

(N)

(KI-BI)

(N)

(.buuse°)

o.ku.buukira

buli/

o.ku.buuza° (.buuzizza)

e.m.buzi (N)

o.ku.buza (.buzel

"bwe kiri?"

"bwe (n)tyo bwe

eJoweru

be, remain

clan, crowd, group, classroom

two

Tuesday

pig

they

cabbage

town, capital

chief's enclosure

jump, fly

(.buukidde) fly (by), fly at

every

ask a question, greet

goat

to lose

is it so?

(n)tyo" so-so

outside

caayi

o.mu.ceere

(N)

(MU-MI)

dda

o.ku.dda (.zze)

o.lu.dda (LU)

e.d.dagala (LI)

e.d.dakiika (N)

ddala

oddifq

e.n.diga (N)

tea

rice

sometime ago, in future

come back

side, direction

medicine

minute

truly

when?

sheep

329

19

23

59

47

18

93

79

70

68

88

74

44

73

8

59

478o

48

23

30

54

78


.e.

e.

o.ku.

o.ku.

e.

e.

ddira (.

d.dirisa

ddugala

dduka

d.duuka'

ddwaliro

eddidde) adopt as totem

(LI-MA) window

(.ddugadde) get dirty, become black

to run

(N) ghop, bazaar, store

see under .lwaliro

. e

. e'.

. e

. eddira (.ddira)

85

3276

his, her 2

(emphatic pronoun or subject copula)

(object copula)

see under .ddira

o.mw.enda' (3!) (MU-MI) nine

o.mw.enge (MU-MI) native beer (from bananas)

era/ and, also, too

"eradde9 " is it peaceful?, are you wellover there?

o.kw.era sweep

. eerere mere, empty

o.mw.ezi (MU-MI) month, moon

e.ki.faananyi (KI-BI) picture, film

ffe we

e.ki.fo (KI-BI) place, spot

o.ku.fuga (.fuze') rule, govern

o.ku. fuluma (.fulumye' ) come or go out

o.ku.fulumya' (.fulumizza) cause to go out; eject

o.ku.fumba (.fumbye°) cook

o.mu.fumbi (MU-BA) a cook

e.f.fumbiro (LI-MA) kitchen

o.ku.fumbirwa (.fumbiddwa) marry (of a woman)

o.mu.fumbo (MU-BA) a married person

330

53

37

3518

56

70

5985


o.ku.funa (.funye')

a.ma.futa (MA)

o.mu.fuzi (MU-BA)

o.mu.gga (MU-MI)

o.mu.gabuzi (MU-BA)

o.ku.ggala (.ggadde)

e.g.gaali (N)

a.ka.gaali (KA-BU)

o.ku.gamba (.gambye')

mu.ganda (MU-BA)

0.mu.ganda (3!) (MU-BA)

o.mu.gaati (MU-MI)

e.n.gatto (N)

o.ku.gayaala (.gayadde)

.gavaavu (3!)

o.ku.genda (.genze')

o.mu.genyi (MU-BA)

o.bu.genzi (BU)

e.n.geri (N)

o.bu.gezi (BU)

e.g.gi* (LI-MA)

o.lu.ggi (LU-N)

get, obtain

oil, butter

a ruler

river

waiter/waitress

shut

cart, vehicle, bicycle

bicycle

say to, tell

brother

a Muganda

bread, loaf

shoe

be idle, lazy

idle, lazy

go, go away

visitor

going

kind, sort

intelligence, cleverness

egg

door

o.ku.golckdka (.golokose') get up

o.ku.golola (.golodde)

e.n.goye

o.lu.guudo

o.mu.glagu

o.ku.gula

o.ku.ggula

e.g.gulo

o.mu.guzi

(LU-N)

(LU-N)

(3!) (MU-MI)

(.guze')

(.ggudde)

(LI-MA)

(MU-BA)

make straight; correct; iron(clothes); stretch

clothes

road

load, baggage

buy

open

afternoon

buyer

331

4.4

44

87

66

39

52

52

86

49

17

47

32

83

83

23

74

38

77

47

32

23

84

76

86

48

39

40


e.g.gwanga see under .wanga

o.bu.gwan'uba (BU) West 11

ggwe you 1

o.ku.ggya (.ggye) take away 65

o.ku.ggya+ko (.ggye-ko) take off, except 93

"gye" there 53

e.m.piso' (N) injection, needle

e.ri.iso (LI-MA) eye

o.ku.jja (,zze) come

e.n.jala (N) hunger

o.ku.ijanjaba be a nurse

o.mu.ijanjabi (MU-BA) a nurse

enjawulo (.awulo) see under .awulo

e.ki.jiiko spoon

j 12 yesterday, tomorrow

90

314.

81

48

e.ka' at home 23

o.mu.kka (MU-MI) smoke 52

(cabada) (N) cupboard

kabula-dda (MU-BA) a friend who has been lost fora long time 69

a.ba.kadde (MU-BA) old people, parents

a.ka.kadde (KA-BU) million

o.mu.kaaqa (MU-MI) six

0.1w.omu.kaaqa (LU) Saturday

kaakati now 43

o.ku.kala (.kaze') become dry 83

e.k.kalaamu (N) pencil, pen 32

kale all right; come now, certainly 53

,kalu dry, smart 83


o.ku.kama (.kamye°

mu.kama (MU-BA)

e.k.kanisa (N)

"kasoOkanga"%.

"kasookedde"

a.ma.k.kati° (MA)

wa.kati' (awantu)

9catono"

kaawa (MU)

o.ku.kaayana (.kaayanye°

o.ku.kebera (.kebedde)

milk

lord, master, owner

church (Protestant)

since

since

center

between

a little

coffee

) dispute

examine

o.ku.keberebwa (.kebeddwa) be examined

o.ku.keera (.kedde)

e.ki.keerezi (KI)

e.k.kereziya (N)

o.bu.kiika' (BU)

kiki

kino?"

o.lu.kiiko (LU-N)

(o.mu.kinjaaje) (MU-BA)

'kirungi"

"kitalo"

e.ki.kko (KI-BI)

e.n.kOko

o.ku.kola (.koze')

e.k.kolero (LI-MA)

o.ku.koleeza'

o.ku.komal-wo (.komye'wo)

e.k.komera' (LI-MA)

(mmdakita) (MU-BA)

e.ki.kondo (KI-BI)

e.ki.kondo kya bbaasi

(N)

312-413 0 - 68 - 24

come or go early

late

church (Roman Catholic)

of what sort, what

it is bad

direction

what?

what is this?

meeting

butcher

it is a good thing

pity, marvel, wonder

valley

chicken

work, do

work shop, factory, industry

to light

come back

prison

conductor

pole

bus-stop

333

88

91

91

14-2

81

47 .

7686

86

76

64

23

34

32

81

23

61


o.mu.kono (MU-MI)

e.ki.kopo (KI-BI)

(e.k.kooti) (N)

o.ku.koowa (.kooyes)

.koowu

o.ku.koza' (.kozezza)

kozzi

ku

o.ku.kuba

e.n.kuba (N)

e.k.kubo (LI-MA)

e.n.kuufiira (N)

o.ku.kula (.kuze*)

o.ku.kuula (.kudde)

o.mu.kulu

0.mu.kulu Wessomero

e.n.kulunqo (N)

e.k.kumi (LI-MA)

e.ki.kumi (KI-BI)

o.lu.kumi (LU-N)

kumpi

"kuno"

mu.kwano (MV-MI)

o.ku.kwata (.kutte)

e.n.kya' (N)

a.ma.kya' (MA)

e . kye. n . kya,' (KI-BI

o.rnu.kyala (MU-BA)

o.ku.kyalira (.kyalidde)

o.ku.kyusa' (.kyusizza)

hard, arm

cup

jacket

be tired

tired

cause to wofk; use

by the way

on

beat, inject, kidk, play

rain

path, way

hat

grow

pull, pluck, uproot

great, chief, head of, old,grown-up

Headmaster

circle

ten

hundred

thousand

near

on this, on this village

friend

grasp, catch

morning

early morning

breakfast

lady, wife

visit someone

but, only

change

334

66

83

83

85

73

699032

21

24

90

4o

74

23

41

72

58

5o


1

o.ku.laba (.1abye')

o.ku.labika (.1abise')

o.ku.laga (.1aze°)

. 3ala

a.ma.laalo (M)1)

. lambe

o.ku.leka (.lese°)

see

appear, be

show

different,

cemetery

whole

leave

visible

other

o.ku.leekaana (.1eekaanye*) make a noise

o.ku.lema (.lemye')

o.ku.l.engera (.1engedde)

o.mu.lenzi (4U-BA)

leero

leerwe (N)

. 1i (.badde)

. lima (.1imye')

o.bu.limi (BU)

o.mu.limi (MU-BA)

o.mu.limu (MU-MI)

. lina (.badde no)

o.ku.linda (.1inze')

o.ku.linnya (-linnye)

o.ku. liraana ( . liraanye )

o.bu.liri

o.mu.liro

o.ku.liisa'

o.ku.lowooze

"luli"

(BU)

(MU-MI)

(.1iisizza)

beat, be too hard or to much for;fail to

see afar

boy

today

railway

be

activate

agriculture, farming

farmer

woek, job

have, possess

wait

climb, get on

be adjacent, be neighbor

a made-up bed

fire

feed

(.10woozezza) think

the day before yesterday, theday after tomorrow

o.ku.luma (.1umye') bite, sting

lumonde (MU) sweet potato

a.ka.mmonde (KA-BU) Irish potato

o.ku.lunda (.1unze') herd

o.mu.lu ndi (MU-MI) a time

335

53

85

38

65

79

79

77

37

43

11

42

50

3s

3681

90

62

75

85

73

48

81

93

93

46

53


bu.lungi

o.mu.lunzi (MU-BA)

o.mu.lwadde (MU-BA)

'lwaki4

o.ku.lwala (.lwadde)

o.ku.lwa-pwsa (.ludde-wo)

.lwaliro (LI-MA)(sg. is eddwaliro)

(.1idde)

o.ku.mala (.maze')

maama (MU-BA)

"maamu"rwase

o.ku.manya

.rekaj9(

e.m.mere (N)

e.m.meeri (N)

e.m.meeza (N)

"mirembe"

e.m4.isane (N)

e.m.motoke (N)

mmwe

MU

MU

.mu*

aiwa.muL

Muka (MU-BA)

a.ka.mwa (KA-BU)

well

herdsman

sidk person

why?

fall sick

delay

hospital

eat

to spend, stay for, finish,suffice

mother, madame

absolutely well over there?

know, get to know

how many?, how much?

main food

ship

table

peaceful

mission

car

you (pl.)

in

connective used within numeralsabove 20

one

together

wife of

mouth

336

14

46

81

75

23

57

26

89

52

32

57

5218

3

78


. na:

0.1w.oku.nas (LU)

o.mu.nna (MU-BA)

o.ku.naaba (.nadbye')

o.lu.naku (LU-N)

o.mu.naana (MU-MI)

naye

ne/na

nedda

. nene

o.bu.nene (BU)

nga+

ange

ngi

o.bu.ngi

e.n.ni-maawa (N)

e.n.nimiro (N)

enjawulo

hkumu

no

four

Thursday

member of 90

wash (oneself) 24day

eight

but, with him/her 13

and, with

no

large 77size, largeness 77how! 34my 1

mudh, many

quantity

lemon 76garden, farm 61

see under awulo

plenty 93this, these

nno used in greeting as suffix tostrenghten the how (-tya) idea 14

e.n.noni (N) chalk 32e.ki.ntu (KI-BI) thing 76o.mu.ntu (MU-BA) persone.ri.nnya (LI-MA) name 1

nnyabo (MU-BA) madame, mother 15e.n.nyama (N) meat 47e.n.nyanja (N) sea, lake

e.ky.e.n.nyanja (KI-BI) fish 67e.n.nyaanya (N) tomatoes 93

n.nyinimus (MU-BA) man of the house

nnyo very 45

337


e.ri.nnyo (LI-MA)

o.mu.nnyo (MU)

e.bi.nyoobwa (BI)

unnyooge u

e.n.nyonyi (N)

o.mu.nnyu (MU-MI)

o.ku.nnyuka (.nnyuse°)

o.ku.nyumya (.nyumizza)

o.ku.nywa: (.nywedde)

o.ku.nywegeragana(.nywegeraganye°)

nze

. o

. 0

oba

ofiisi

tooth

see under o.mu.nnyu

groundnuts

very much

bird

salt

get off work

converse, talk

drink

kiss one another

your

that those

or

(N) office

ofiisi ya posita (N) post office

o.kw.ogera (.ogedde) speak

. okka. only

. 01eza4ko (.olezza-ko) help while washing

oluusi"

. onna

o.kw.oze (-ozezza)

(o.mw.ozi) (MU-BA)(o.mu.yozi)

e.m.pale

. panvu

o.lu.papula (LU-N)

e.m.peta (N)

o.mu.piira (MU-MI)

sometimes

all

wash (clothing)

a washer, cleaner

see under .wale

see under .wanvu

paper

ring

football, rubber, mackintosh

338

82

5752

87

4776

1

1

72

21

8574

37

8o

6o

35

67


(m.pisi) (N)

e.m. piso

(poliisi) (N)

o.mu.punga (MU-MI)

e.raatiri (N)

e.ki.ro' (KI-BI)

e.kye.ki.ro° (KI-BI)

professional cook

see under .iso

police

rice

pound

nisht time

evening meal

(o.mu.saabaze) (MU-BA) passenger

0.1wa.ssabbiiti (LU) Sunday

o.mu.saiia (MU-BA) man (male)

o.ku.salibwa (.saliddwa) be cut

e.n.salo (N) boundary, border

e.mi.sana (3!) (MU-MI) day time, days

e.kye.mi.sane (KI-BI) lunch

e.s.sanduuko (N) box

o.ku.sanga (.sanze°) come upon

o.ku.sangula (.sangudde) erase

o.mu.sanvu (MU-MI) seven

o.ku.sanyuka (.sanyuse) be glad

o.ku.sanyuse (.sanyusizza) please, make happy

a.ma.sarmanzira (MA)

e,s.saati (N)

.satu

0.1w.oku.satu (LU)

e.s.saawa (N)

e.ki.saawe ky'e.n.nonyi(KI-BI)

o.mu.sawo (MU-BA)

intersection, cross roads

shirt

three

Wednesday

hour, watdh, clock

airport

doctor

339

81

734024

834854

4024559056

53

77

32

26

8 6


e.n.sawo (N)

e.s.saza (LI-MA)

ssebo (MU-BA)

e.ki.senge (KI-BI)

(sente)

o.ku.seera (.sedde)

e.ki. seera (KI-BI)

a.ma.serengeta (MA)

ssi'

wa.n.si'

e.n.si'

o.ku.siba (.sibye')

o.ku.siiba (.siibye')

bag

county

six

wall

money

35

45

15

overcharge, sell dear 89.

time , 74

South

is/are not 5

down

country, district 10

tie, pack up 86

spend a day, pass the day 15

86

91

be pleased with 89

money 35

cinema 67

surpass

if 78

) depend on, with reference to,with regard to, start out from

Moslem

be quiet, be silent

policeman

shilling 89

hundred thousand

station

start on a journey, raise, liftup 68

pen knife, table knife

wrong, mistaken 76

begin, do first 74

-d -

o.ku.siibula (.siibudde) take leave of

o.ku.sigala (.sigidde) remain over

o.ku.siima (.siimye')

e.n.simbi (N)

e.s.sineema (N)

o.ku.singa (.sinze')

singa

o.ku.sinziira (.sinzidde

0.mu.si-raamu (MU-BA)

(.sirise')

o.mu.sirikale (MU-BA)

a.ka.siriivu (KA-BU)

(e.sitenseni) (N)

o.ku.situla (.situdde)

a.ka.so' (KA-BU)

-sobu' (3!)

o.ku.sooka (.soose')

54

77

59

314.0


0.1w.oku.sooka (LU)

o.ku.soma

e.s.somero

e.s.somero

o.ku.somesa' (.somesezza)

o.mu.somesa (3!) (MU-BA)

sso + ssi

e.s.sowaani (N)

a.ka.sozi (KA-BU)

o.mu.suubuzi (MU-BA)

o.ku.subwa (.subiddwa)

e.s.suuka' (N)

s.sukaari (MU)

o.ku.sula (.suze')

Monday

study

school

) university

teach

teacher

but not

plate

hill

merchant

fail to obtain

bed sheet

sugar

spend or pass the night

(LI-MA)

ekkulu (LI-MA

a.ma.ta' (Ma)

taaba (MU)

e.ki.tabo (KI-BI)

a.ma.ta-faali (LI-MA)

o.ku.talagga (.talazze)

.talavvu

a.ka.tale (KA-BU)

o.ku.tambula (.tambudde)

o.ku.tamiira (stamidde)

e.ki.tanda (KI-BI)

o.ku.tandika (.tandise')

(tani-boyi) (MU-BA)

.taano

0.1w.oku.taano (LU)

e.n.te' (N)

e.n.tebe (N)

o.ku.tegeera (.tegedde)

milk

tobacco

book

brick

rust

rusty

mafket

walk

get drunk

bed

start, begin

luggage - maintenance boy

five

Friday

cow

chair

understand

341

34

7366

76

758514

47

84

32

90

83

83

94

76

48

46

32

7


. tecreevu intelligent, clever

. tegeeza' (.tegeezezza) cause to understand

e.t.tegula (LI-MA) tile

o.ku.tepka (.teese°) put

o.ku.tepkateeka (.teeseteese) prepare

o.ku.tendeka (.tendese°)train

o.ku.tendekebwa (.tendekeddwa) be trained

bank, reservoir

shirt, dress

thus. ti

(e.tikiti) (N)

o.lu.tindo (LU-N)

e.ki.tonciole (KI-BI)

o.ku.tonnya (.tonnye)

ticket

bridge

department (of government)

rain

o.ku.tmuka (.tuuse') arrive

o.ku.tmukirira (.tuukiridde) go right through to destination;be perfect 83

. tuukirivu perfect 83

o.ku.tukula (.tukudde) be clean, white 83

-'':11191D1 (3!) clean, white 83

o.ku.tmula (.tudde) sit 39

a.ma.tulutulu (MA) early morning, dawn 40

o.ku.tmma (.tumye') send 69

83

85

90

55

44

66

86

32

89

78

38

69

48

e.t.

o.ku.

o.ku.

e.ki.

o.ku.

e.t.

o.ku.

o.mu.

o.mu.

o.ku.

o.mu.

tumbi (LI-MA)

tmmira (.tumidde)

tunda

tundu (KI-BI)

tunga

tuntu (LI-MA)

tunula (.tunudde)

tunzi (MU-BA)

tmnzi (MU-BA)

tuusa' (.tuusizza)

twalo (MU-MI)

midnight

send greetings

sell

part, portion, half, district

sew

midday

look, be awake

seller

tailor (sewer)

take as far as2cause to arrive

ten thousand

342

6 5

74


. tya

. tyo

. va* (.vudde)

e.n.va' (N)

obu.van'uba (BU)

o.lu.vannyuma

e.n.viiri (N)

o.ku.vunda (.vunze')

. vundu

o.ku.vuga (.vuze')

o.ku.vunjisa'

(o.mu.vuzi) (MU-BA)

how?

do this way

come or go from

anything eaten with emmere

east

afterwards

hair

go bad

spoiled

drive

make change

driver

.wa° (.wadde) give

-wg where?

wala far

o.mu.wala (3!) (MU-BA) girl

. wale (sg. + pl. are empale) (N) knickers, trousersdrawers, shorts

o.ku.wandiika (.wandiise

a.ma.wanga (LI-MA)Tsg. [e.g.gwanga]

there

*) write

tribe, nation

wangi answer to a call

"wano" here

. warivu (3!) long, tall, high

o.bu.warivu (3!) (BU) height, length

o. wer a ( . weze* ) reach a number

o.ku.werekera+ko (.werekedde-ko) escort on way 7 see off

e.wii]ci (N) week

mu.w2go (MU) cassava

343

14

3

78

11

23

48

83

83

32

21

37

32

38

6

48

7791

85

85

78


o.ku.woomera (.woomedde) be tasty for (someone) 85

o.ku.wona to get healed, to get cured

o.ku,wonya" heal2 cure

o.ku.wulira (.wulidde) hear 77o.ku.wuliriza (.wulirizza) listen 59

e.wuuma (N) fork

o.ku.wummula (.wummudde) rest 24a.ka.wungeezi (KA-BU) evening 4o

o.ku.yamba (.yambye*) help 85

he, she 3yee yes

.yera see under .era

o.ku.yiga (.yize") learn 23

e.ky.o.ku.yiga (KI-BI) lesson 44

o.ku.yigiriza (.yigirizza) teach 54

o.ku.yimba (.yimbye") sing 79o.ku.yimirira (.yimiridde) stand 56

o.ku.yingira (.yingidde) enter 53o.ku.yingiza" (.yingizza) cause to entr.r; let or put in 85o.ku.yita (.yise") pass, call 48

(.yiseyise) pass about, all about 81

o.ku.yitibwa (.yitiddwa) be called 42

o.mu.yizi (MU-BA)

.yoza see under .oza

a.ma.yumba (KA) large building(s) 77

student

o.mu.zadde (MU-BA) parent 72

o.ku.zaalira (.zaalidde) bear a child for or at 49

o.ku.zannya (.zannye") play 24

e.ki.zannyiro (KI-BI) playing field

3)1)i


a.ma..zzi (MA)

o.mu.zigiti (MU-MI)

o.mu.zigo (MU-MI)

a.ma.zima (MA)

o.ku.zimba (.zimbye*

e.ki.zimbe (KI-BI)

(BU)

e.ki.zinga (KI-BI)

.zungu

o.mu.zungu (MU-BA)

water

mosque

butter

truth

build

a building

building

island

European

a European

42

77

87

81

38

42

94

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